Evaluation of postgraduate education program in physical medicine and rehabilitation using the cipp model

Objective: This study aims to evaluate the postgraduate medical education program of the Department of Physical Medicine and Rehabilitation at Bolu Abant Izzet Baysal University Faculty of Medicine using Stufflebeam's CIPP (Context, Input, Process, Product) evaluation model. Method: The study included residents, educators, and graduates of the program. Data were collected through surveys, focus group interviews, and examination performance results. Qualitative data were analyzed using content analysis, while quantitative data were analyzed using descriptive statistical methods. Within the context dimension, the existence of a structured program, alignment with the national core curriculum (TUKMOS), and reasons for program selection were examined. In the input dimension, physical and technological infrastructure as well as program planning were assessed. The process dimension involved the evaluation of teaching methods, diversity of clinical practices, communication, and feedback mechanisms. In the product dimension, achievement of learning objectives, exam success, thesis supervision, and the use of logbooks were investigated. Results: In the context dimension, although the program was planned based on TUKMOS, systematic communication of this framework to trainees was found to be insufficient. The input dimension revealed the availability of some technological tools (e.g., ultrasound) but inadequate physical conditions and variability in implementation due to differences among educators. The process dimension demonstrated that weekly theoretical and practical training was consistently implemented, and educator-trainee interaction was strong, yet variation in practice and lack of standardization were noted. In the product dimension, a significant increase in exam scores and a positive correlation between seniority and success were identified. The level of implementation of logbooks varied across training periods, while thesis supervision was generally evaluated positively. Conclusion: The program largely fulfills the fundamental components of postgraduate medical education and exhibits strengths in clinical practice and faculty-resident interaction. However, improvements are needed in physical infrastructure, orientation, and standardization processes. It is recommended that the training program be continuously evaluated through a dynamic program assessment approach.