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ORIGINAL ARTICLE
Year : 2020  |  Volume : 9  |  Issue : 7  |  Page : 3487-3491

Curriculum Evaluation of Physiology subject of medical undergraduate using ‘FIPO model’


1 Department of Community Medicine, Jawaharlal Nehru Medical College; Department of Assessment and Evaluation, School of Health Professions Education and Research, Datta Meghe Institute of Medical Sciences, Wardha (MS), Maharashtra, India
2 Department of Assessment and Evaluation, School of Health Professions Education and Research, Datta Meghe Institute of Medical Sciences; Department of Physiology, Jawaharlal Nehru Medical College, Wardha (MS), Maharashtra, India
3 Pro-Chancellor, Datta Meghe Institute of Medical Sciences, Wardha (MS), Maharashtra, India
4 Member, Faculty Development Committee, AMEE, Convener, MCI Nodal Centre for National Faculty Development, Professor, Physiology, Jawaharlal Nehru Medical College, Datta Meghe Institute of Medical Sciences, Wardha (MS), Maharashtra, India
5 Ex-Director, School of Health Professions Education & Research; Professor, Pathology, Jawaharlal Nehru Medical College, Datta Meghe Institute of Medical Sciences, Wardha (MS), Maharashtra, India

Correspondence Address:
Dr. Sonali Choudhari
Professor, Community Medicine, Jawaharlal Nehru Medical College, Head, Department of Assessment and Evaluation, School of Health Professions Education and Research, Datta Meghe Institute of Medical Sciences, Wardha (MS), Maharashtra
India
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Source of Support: None, Conflict of Interest: None


DOI: 10.4103/jfmpc.jfmpc_175_20

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Background: After the formal process of developing/revising and implementing the curriculum, the need arises for its ‘Evaluation'. A plan of evaluation is an integral part of the process of curriculum development, which ultimately yields an evaluation report, giving us the directives for the curriculum reforms in the future. ‘Curriculum Evaluation’ is one of the six steps of curriculum development as given by David E Kern. Objective: The present study was undertaken with an objective to evaluate the whole process of curriculum revision and effectiveness of the Physiology curriculum in achieving the goals, objectives, and outcomes. Methodology: A framework or model is developed named ‘FIPO model’ of curriculum evaluation. According to this, all four components (Formative phase, Input, Process, Output and Outcome) are evaluated for the ‘Curriculum'. In addition, the model also states the key/concerned person/persons responsible and the assessment/monitoring modality for each component. Result: All parameters included in the ‘Formative phase’ of the model, helped to evaluate the initial preparation for carrying out the curriculum revision. For ‘Input’ evaluation, various resources of Physiology department for curriculum revision, implementation, and evaluation, were assessed. It includes Manpower, Infrastructure, Material, Time, Money, etc. The third component of the FIPO model, i.e. process evaluation dealt with two processes, i.e. curriculum revision and curriculum implementation. Evaluation of ‘Output and Outcome’ of the entire exercise of undertaking curriculum revision was undertaken. Conclusion: The curriculum evaluation report stated that the curriculum of Physiology subject of MBBS (Phase I) is revised, implemented and evaluated systematically as per the prescribed guidelines using the available resources in an effective and efficient manner. The demonstrable output for the same was the document of ‘Revised Curriculum’ and significant outcomes were in the form of satisfactory result and distinctions for the subject Physiology.


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