The Hermeneutics of Care: Dialogues between the Contemporary Patterns and Humanistic Health Education in Recent Literature (2020–2025)

This study performs a critical-reflexive synthesis of the literature on health education evaluation, shifting the focus from technical management to the hermeneutics of care. Using the PRISMA methodology, we reviewed 20 peer-reviewed publications (2020–2025) that examined the application, development, and critique of the Context, Input, Process, Product (CIPP) evaluation model across medical, nursing, allied health, and public health curricula. The findings indicate that CIPP remains a comprehensive and adaptive framework for curriculum and programme evaluation, increasingly hybridised with quantitative decision tools (e.g., Analytic Hierarchy Process) and applied to contemporary educational modalities such as competency-based education, virtual learning, and interprofessional education. The reviewed studies highlight benefits including diagnostic depth, stakeholder inclusiveness, and iterative feedback for quality enhancement, while also identifying challenges related to evaluator subjectivity, resource intensity, and contextual inconsistency. Overall, the study concludes that CIPP must evolve from a descriptive evaluative tool into a dialogical engine for continuous improvement, grounding health professions education in an ethics of responsibility and social accountability.