Sinem Coşkun ALBAYRAK, Esra YILDIRIM MANAV, Özlem COŞKUN
Journal of Health Sciences and Medicine - 2026;9(4):872-880
Aims: This study aimed to conduct a structured three-year program evaluation of an oral and maxillofacial radiology course using the context-input-process-product (CIPP) model within a constructive alignment framework. The evaluation examined national curriculum alignment, instructional design, assessment practices, and longitudinal student performance. Methods: A retrospective institutional program evaluation was conducted across the 2022-2023, 2023-2024, and 2024-2025 academic years. Document analysis included National Core Curriculum in Predoctoral Dental Education (NCCPDE)-2024 national core curriculum standards, course information packages, learning outcomes, accreditation reports, examination questions, blueprint analyses, examination results, and student feedback reports. Curriculum alignment was quantified using structured mapping matrices. Final examinations (40 multiple-choice items; passing threshold >=60) were analyzed using blueprint-based content and Bloom's revised taxonomy. Descriptive and comparative statistical analyses were performed. Results: Coverage analysis demonstrated that the course addressed 72.8% of NCCPDE-defined core conditions and 35.2% of core signs and symptoms. All course learning outcomes were aligned with at least one national competency component. Blueprint analysis revealed a structured progression from foundational knowledge in period 3 to applied diagnostic reasoning in period 4. Artificial Intelligence (AI)-supported instructional integration was gradually reflected in assessment items (5.0%-10.0%). Across three academic years, pass rates remained high (95.9%-100%), and no statistically significant decline in mean final scores was observed (p>0.05). Conclusion: A CIPP-based, policy-aligned evaluation demonstrated that national curriculum integration, blueprint-informed assessment design, and AI-supported instructional innovation can be implemented without compromising student performance. The findings highlight the value of theory-informed curriculum governance in competency-based dental education.
