The Evaluation of Bachelor of Public Health Program in Dental Public Health (Revised in 2017) Sirindhorn Public Health College, Suphanburi Province, Praboromarajchanok Institute

Abstract

The purposes of this research was to evaluate a curriculum of the Bachelor of Public   Health Program in Dental Public Health (Revised in 2017, Sirindhorn Public Health College, Suphanburi Province, Praboromarajchanok Institute for Health Workforce Development, Suphanburi using Stufflebeam^,s CIPP Evalution Model.  Four aspects including context, input, process and product were investigated. The population were 100 participants including 39  graduates, 51 instructors, and 10 administrators. The research tool was the two sets of  questionnaire; one for  administrators and instructors, and the other one for graduates.  Reliability of those questionnaires were  0.89, and 0.85, respectively. Data were analyzed by frequency, percentage, arithmetic mean, and standard deviation.

The results of this research were as follows:

1. Context aspect: The curriculum documents, the course syllabus, and all courses in the curriculum were consistent with the learning and competencies of students at the highest level. Most of the course characteristics are consistent with course objectives and learning activities at a high level.

2. Input aspect: There were enough instructors. Most of them had qualifications that matched the courses being taught. Teaching and learning facilities including buildings, and the audio-visual media were sufficient. The qualified practical training facility was at a fair level. But journal texts were not enough.

3. Process aspect: In terms of the course administration, a master plan was prepared and explained to the teachers before using it. But there was no clarification about the essence of the curriculum and the course content for the instructors to understand before writing the lesson plan. There was no supervision, monitoring, and evaluation of teaching and learning management. Most of the courses had a teaching plan. There were some courses taught by the guest lecturers without lesson plans. Teaching behavior of teachers, students' learning behavior, and the interaction between teachers and students were at a high level.

4. In terms of graduates’ competency, overall performance was at a high level was (µ = 4.20, σ = 0.48). When considered in each part, it was found that the highest level was in dental care working based on respect of individuals and awareness of cultural diversity (µ = 4.24, σ = 0.52). While the lowest level was in health promotion (µ = 4.16, σ = 0.49).

Recommendation for further study is conducting a participatory action research process among course users, and stakeholders in the curriculum.