evaluating the quality of educational programs in higher education using the cipp model

introduction: quality in higher education requires assessment and judgment of goals and strategies, executive policies, operational processes, products and outcomes. the context, input, process, and product (cipp) model is a comprehensive perspective to determine, obtain and prepare. it always tries to provide information in order to make the best decisions related to context, input, process and product. this study aimed to evaluate the master's course of medical records education using cipp pattern. methods: this applied, descriptive, evaluative research was conducted at four iranian universities of medical sciences in 2010. statistical population included five sub-populations of group managers, faculty members, students, graduates and librarians (n = 140). five researcher-developed questionnaires based on likert rating scale were used for data collection among the five subgroups. the cronbach's alpha coefficient formula was used to determine the reliability of the questionnaires (α = 0.74, α = 0.93, α = 0.89, α = 0.95 and α = 0.95, for the abovementioned subgroups, respectively). content and face validity of the questionnaires were also assessed by reliable scientific textbooks and viewpoints of experts and professors. finally, data analysis was done through descriptive statistics and spss. results: maximum level of desirability belonged to faculty members (4.84) in the field of input (human resources). minimum level of desirability was seen for budget (2.50) in the field of input (financial). conclusion: the results of the study indicate that the continuous evaluation of medical records groups and medical records education courses would determine the strengths and weaknesses of the programs and improve their quality.