Aesthetic Education Provision at Qilu Medical University: Evaluation and Framework for Program Improvement
DOI:
https://doi.org/10.54536/ajet.v5i3.7926Keywords:
Aesthetic Education, Cipp Evaluation Model, Medical Education, Medical Humanities, Qualitative Case StudyAbstract
This study conducted the first comprehensive qualitative evaluation of aesthetic education provision at a local undergraduate medical university in Shandong Province, China using the Context, Input, Process, Product (CIPP) evaluation model. A qualitative embedded single case study design was employed, with data collected through semi-structured interviews, focus group discussions, and document analysis from 22 undergraduate students, 7 faculty members, and 3 institutional administrators between March and April 2026. The findings revealed that aesthetic education at the institution is fragmented, underdeveloped, and primarily driven by policy compliance rather than strategic integration with medical talent training goals. Systemic barriers were identified across all four CIPP dimensions, including a dominant utilitarian bias in medical education, severe resource shortages, lecture-based teaching methods, and the absence of a formal evaluation system. Despite these challenges, significant enablers for reform exist, including strong student demand for medical-specific aesthetic education content and clear national policy mandates. Theoretically, this study validates the applicability of the CIPP model in Chinese medical aesthetic education and identifies a self-reinforcing cycle of marginalization. Practically, it concludes that a comprehensive, system-wide approach is required to transform aesthetic education provision and develops an evidence-based framework for program improvement tailored to the unique context of Chinese medical universities.
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