A Comprehensive Mixed-Method Evaluation Using the CIPP Model: Assessing Defence Services Medical Academy’s Educator Training Programme

Tun Tun Naing; Tayzar Hein; Myint Thein Naing; Zaw Phyo; Pyi Hein Kyaw; Tin Tun; Mo Mo Than; Tin Tun; Ye Phyo Aung

doi:doi:10.11648/j.her.20261104.13

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A Comprehensive Mixed-Method Evaluation Using the CIPP Model: Assessing Defence Services Medical Academy’s Educator Training Programme

Tun Tun Naing^*

, Tayzar Hein

, Myint Thein Naing

, Zaw Phyo

, Pyi Hein Kyaw

, Tin Tun

, Mo Mo Than

, Tin Tun

, Ye Phyo Aung

Published in Higher Education Research (Volume 11, Issue 4)

Received: 23 June 2026 Accepted: 7 July 2026 Published: 17 August 2026

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Abstract

Faculty development programmes are essential for improving educational quality and strengthening the competencies of medical educators. The Defence Services Medical Academy (DSMA) Educator Training Programme was established to enhance educators’ knowledge and skills in curriculum development, assessment, instructional design, educational technology, and medical education research. However, a comprehensive evaluation of the programme had not previously been conducted. This study aimed to evaluate the effectiveness of the DSMA Educator Training Programme using the Context, Input, Process, and Product (CIPP) evaluation model. A convergent mixed-methods design was employed among educators enrolled in the 2025 cohort of the programme. Quantitative data were collected from 19 participants using a structured questionnaire based on the CIPP framework and analysed using descriptive statistics. Qualitative data were obtained from six participants through focus group discussion and analysed using thematic analysis. Findings from both components were integrated to provide a comprehensive evaluation of programme effectiveness. Participants reported positive perceptions across all CIPP domains. The highest ratings were observed in the Process domain, particularly regarding facilitator support, participant engagement, and interactive learning experiences. Qualitative findings generated four themes corresponding to the CIPP dimensions and revealed that the programme was relevant to professional development needs, provided valuable learning support, promoted active participation, and enhanced competencies in curriculum design, assessment, educational technology, and educational research. Participants also recommended improvements in technological infrastructure, learning resources, and opportunities for practical application. The DSMA Educator Training Programme was perceived as an effective faculty development initiative that strengthened educators’ knowledge, confidence, and teaching competencies. The findings support continuation of the programme with targeted improvements to enhance its effectiveness and sustainability.

Published in	Higher Education Research (Volume 11, Issue 4)
DOI	10.11648/j.her.20261104.13
Page(s)	109-119
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2026. Published by Science Publishing Group

Keywords

CIPP Model, Faculty Development, Medical Education, Mixed-methods Study, Programme Evaluation

References

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APA Style

Naing, T. T., Hein, T., Naing, M. T., Phyo, Z., Kyaw, P. H., et al. (2026). A Comprehensive Mixed-Method Evaluation Using the CIPP Model: Assessing Defence Services Medical Academy’s Educator Training Programme. Higher Education Research, 11(4), 109-119. https://doi.org/10.11648/j.her.20261104.13

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ACS Style

Naing, T. T.; Hein, T.; Naing, M. T.; Phyo, Z.; Kyaw, P. H., et al. A Comprehensive Mixed-Method Evaluation Using the CIPP Model: Assessing Defence Services Medical Academy’s Educator Training Programme. High. Educ. Res. 2026, 11(4), 109-119. doi: 10.11648/j.her.20261104.13

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AMA Style

Naing TT, Hein T, Naing MT, Phyo Z, Kyaw PH, et al. A Comprehensive Mixed-Method Evaluation Using the CIPP Model: Assessing Defence Services Medical Academy’s Educator Training Programme. High Educ Res. 2026;11(4):109-119. doi: 10.11648/j.her.20261104.13

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@article{10.11648/j.her.20261104.13,
  author = {Tun Tun Naing and Tayzar Hein and Myint Thein Naing and Zaw Phyo and Pyi Hein Kyaw and Tin Tun and Mo Mo Than and Tin Tun and Ye Phyo Aung},
  title = {A Comprehensive Mixed-Method Evaluation Using the CIPP Model: Assessing Defence Services Medical Academy’s Educator Training Programme},
  journal = {Higher Education Research},
  volume = {11},
  number = {4},
  pages = {109-119},
  doi = {10.11648/j.her.20261104.13},
  url = {https://doi.org/10.11648/j.her.20261104.13},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.her.20261104.13},
  abstract = {Faculty development programmes are essential for improving educational quality and strengthening the competencies of medical educators. The Defence Services Medical Academy (DSMA) Educator Training Programme was established to enhance educators’ knowledge and skills in curriculum development, assessment, instructional design, educational technology, and medical education research. However, a comprehensive evaluation of the programme had not previously been conducted. This study aimed to evaluate the effectiveness of the DSMA Educator Training Programme using the Context, Input, Process, and Product (CIPP) evaluation model. A convergent mixed-methods design was employed among educators enrolled in the 2025 cohort of the programme. Quantitative data were collected from 19 participants using a structured questionnaire based on the CIPP framework and analysed using descriptive statistics. Qualitative data were obtained from six participants through focus group discussion and analysed using thematic analysis. Findings from both components were integrated to provide a comprehensive evaluation of programme effectiveness. Participants reported positive perceptions across all CIPP domains. The highest ratings were observed in the Process domain, particularly regarding facilitator support, participant engagement, and interactive learning experiences. Qualitative findings generated four themes corresponding to the CIPP dimensions and revealed that the programme was relevant to professional development needs, provided valuable learning support, promoted active participation, and enhanced competencies in curriculum design, assessment, educational technology, and educational research. Participants also recommended improvements in technological infrastructure, learning resources, and opportunities for practical application. The DSMA Educator Training Programme was perceived as an effective faculty development initiative that strengthened educators’ knowledge, confidence, and teaching competencies. The findings support continuation of the programme with targeted improvements to enhance its effectiveness and sustainability.},
 year = {2026}
}

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TY  - JOUR
T1  - A Comprehensive Mixed-Method Evaluation Using the CIPP Model: Assessing Defence Services Medical Academy’s Educator Training Programme
AU  - Tun Tun Naing
AU  - Tayzar Hein
AU  - Myint Thein Naing
AU  - Zaw Phyo
AU  - Pyi Hein Kyaw
AU  - Tin Tun
AU  - Mo Mo Than
AU  - Tin Tun
AU  - Ye Phyo Aung
Y1  - 2026/08/17
PY  - 2026
N1  - https://doi.org/10.11648/j.her.20261104.13
DO  - 10.11648/j.her.20261104.13
T2  - Higher Education Research
JF  - Higher Education Research
JO  - Higher Education Research
SP  - 109
EP  - 119
PB  - Science Publishing Group
SN  - 2578-935X
UR  - https://doi.org/10.11648/j.her.20261104.13
AB  - Faculty development programmes are essential for improving educational quality and strengthening the competencies of medical educators. The Defence Services Medical Academy (DSMA) Educator Training Programme was established to enhance educators’ knowledge and skills in curriculum development, assessment, instructional design, educational technology, and medical education research. However, a comprehensive evaluation of the programme had not previously been conducted. This study aimed to evaluate the effectiveness of the DSMA Educator Training Programme using the Context, Input, Process, and Product (CIPP) evaluation model. A convergent mixed-methods design was employed among educators enrolled in the 2025 cohort of the programme. Quantitative data were collected from 19 participants using a structured questionnaire based on the CIPP framework and analysed using descriptive statistics. Qualitative data were obtained from six participants through focus group discussion and analysed using thematic analysis. Findings from both components were integrated to provide a comprehensive evaluation of programme effectiveness. Participants reported positive perceptions across all CIPP domains. The highest ratings were observed in the Process domain, particularly regarding facilitator support, participant engagement, and interactive learning experiences. Qualitative findings generated four themes corresponding to the CIPP dimensions and revealed that the programme was relevant to professional development needs, provided valuable learning support, promoted active participation, and enhanced competencies in curriculum design, assessment, educational technology, and educational research. Participants also recommended improvements in technological infrastructure, learning resources, and opportunities for practical application. The DSMA Educator Training Programme was perceived as an effective faculty development initiative that strengthened educators’ knowledge, confidence, and teaching competencies. The findings support continuation of the programme with targeted improvements to enhance its effectiveness and sustainability.
VL  - 11
IS  - 4
ER  -

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Author Information

Tun Tun Naing

Department of Medical Education, Defence Services Medical Academy, Yangon, Myanmar

Contact Email

http://orcid.org/0009-0007-3774-6868
Tayzar Hein

Department of Medical Education, Defence Services Medical Academy, Yangon, Myanmar

Contact Email

http://orcid.org/0009-0005-9003-6334
Myint Thein Naing

Department of Neurology, Defence Services Medical Academy, Yangon, Myanmar

Contact Email

http://orcid.org/0000-0002-7940-0204
Zaw Phyo

Department of Medical Education, Defence Services Medical Academy, Yangon, Myanmar

Contact Email

http://orcid.org/0009-0000-5676-5692
Pyi Hein Kyaw

Department of Medical Education, Defence Services Medical Academy, Yangon, Myanmar

Contact Email

http://orcid.org/0009-0007-5834-4534
Tin Tun

Department of Biochemistry, Manipal University College Malaysia, Malacca (Melaka), Myanmar

Contact Email

http://orcid.org/0009-0006-2120-2498
Mo Mo Than

Department of Biochemistry, Defence Services Medical Academy, Yangon, Myanmar

Contact Email

http://orcid.org/0000-0001-9888-3769
Tin Tun

Department of Human Resources for Health, Ministry of Health, Naypyitaw, Myanmar

Contact Email

http://orcid.org/0009-0008-3329-1963
Ye Phyo Aung

Department of Medical Education, Defence Services Medical Academy, Yangon, Myanmar

Contact Email

http://orcid.org/0000-0002-4361-4075

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Plain Text BibTeX RIS

APA Style

Naing, T. T., Hein, T., Naing, M. T., Phyo, Z., Kyaw, P. H., et al. (2026). A Comprehensive Mixed-Method Evaluation Using the CIPP Model: Assessing Defence Services Medical Academy’s Educator Training Programme. Higher Education Research, 11(4), 109-119. https://doi.org/10.11648/j.her.20261104.13

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ACS Style

Naing, T. T.; Hein, T.; Naing, M. T.; Phyo, Z.; Kyaw, P. H., et al. A Comprehensive Mixed-Method Evaluation Using the CIPP Model: Assessing Defence Services Medical Academy’s Educator Training Programme. High. Educ. Res. 2026, 11(4), 109-119. doi: 10.11648/j.her.20261104.13

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AMA Style

Naing TT, Hein T, Naing MT, Phyo Z, Kyaw PH, et al. A Comprehensive Mixed-Method Evaluation Using the CIPP Model: Assessing Defence Services Medical Academy’s Educator Training Programme. High Educ Res. 2026;11(4):109-119. doi: 10.11648/j.her.20261104.13

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@article{10.11648/j.her.20261104.13,
  author = {Tun Tun Naing and Tayzar Hein and Myint Thein Naing and Zaw Phyo and Pyi Hein Kyaw and Tin Tun and Mo Mo Than and Tin Tun and Ye Phyo Aung},
  title = {A Comprehensive Mixed-Method Evaluation Using the CIPP Model: Assessing Defence Services Medical Academy’s Educator Training Programme},
  journal = {Higher Education Research},
  volume = {11},
  number = {4},
  pages = {109-119},
  doi = {10.11648/j.her.20261104.13},
  url = {https://doi.org/10.11648/j.her.20261104.13},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.her.20261104.13},
  abstract = {Faculty development programmes are essential for improving educational quality and strengthening the competencies of medical educators. The Defence Services Medical Academy (DSMA) Educator Training Programme was established to enhance educators’ knowledge and skills in curriculum development, assessment, instructional design, educational technology, and medical education research. However, a comprehensive evaluation of the programme had not previously been conducted. This study aimed to evaluate the effectiveness of the DSMA Educator Training Programme using the Context, Input, Process, and Product (CIPP) evaluation model. A convergent mixed-methods design was employed among educators enrolled in the 2025 cohort of the programme. Quantitative data were collected from 19 participants using a structured questionnaire based on the CIPP framework and analysed using descriptive statistics. Qualitative data were obtained from six participants through focus group discussion and analysed using thematic analysis. Findings from both components were integrated to provide a comprehensive evaluation of programme effectiveness. Participants reported positive perceptions across all CIPP domains. The highest ratings were observed in the Process domain, particularly regarding facilitator support, participant engagement, and interactive learning experiences. Qualitative findings generated four themes corresponding to the CIPP dimensions and revealed that the programme was relevant to professional development needs, provided valuable learning support, promoted active participation, and enhanced competencies in curriculum design, assessment, educational technology, and educational research. Participants also recommended improvements in technological infrastructure, learning resources, and opportunities for practical application. The DSMA Educator Training Programme was perceived as an effective faculty development initiative that strengthened educators’ knowledge, confidence, and teaching competencies. The findings support continuation of the programme with targeted improvements to enhance its effectiveness and sustainability.},
 year = {2026}
}

Copy | Download

TY  - JOUR
T1  - A Comprehensive Mixed-Method Evaluation Using the CIPP Model: Assessing Defence Services Medical Academy’s Educator Training Programme
AU  - Tun Tun Naing
AU  - Tayzar Hein
AU  - Myint Thein Naing
AU  - Zaw Phyo
AU  - Pyi Hein Kyaw
AU  - Tin Tun
AU  - Mo Mo Than
AU  - Tin Tun
AU  - Ye Phyo Aung
Y1  - 2026/08/17
PY  - 2026
N1  - https://doi.org/10.11648/j.her.20261104.13
DO  - 10.11648/j.her.20261104.13
T2  - Higher Education Research
JF  - Higher Education Research
JO  - Higher Education Research
SP  - 109
EP  - 119
PB  - Science Publishing Group
SN  - 2578-935X
UR  - https://doi.org/10.11648/j.her.20261104.13
AB  - Faculty development programmes are essential for improving educational quality and strengthening the competencies of medical educators. The Defence Services Medical Academy (DSMA) Educator Training Programme was established to enhance educators’ knowledge and skills in curriculum development, assessment, instructional design, educational technology, and medical education research. However, a comprehensive evaluation of the programme had not previously been conducted. This study aimed to evaluate the effectiveness of the DSMA Educator Training Programme using the Context, Input, Process, and Product (CIPP) evaluation model. A convergent mixed-methods design was employed among educators enrolled in the 2025 cohort of the programme. Quantitative data were collected from 19 participants using a structured questionnaire based on the CIPP framework and analysed using descriptive statistics. Qualitative data were obtained from six participants through focus group discussion and analysed using thematic analysis. Findings from both components were integrated to provide a comprehensive evaluation of programme effectiveness. Participants reported positive perceptions across all CIPP domains. The highest ratings were observed in the Process domain, particularly regarding facilitator support, participant engagement, and interactive learning experiences. Qualitative findings generated four themes corresponding to the CIPP dimensions and revealed that the programme was relevant to professional development needs, provided valuable learning support, promoted active participation, and enhanced competencies in curriculum design, assessment, educational technology, and educational research. Participants also recommended improvements in technological infrastructure, learning resources, and opportunities for practical application. The DSMA Educator Training Programme was perceived as an effective faculty development initiative that strengthened educators’ knowledge, confidence, and teaching competencies. The findings support continuation of the programme with targeted improvements to enhance its effectiveness and sustainability.
VL  - 11
IS  - 4
ER  -

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