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

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.