Reforming the cellular, molecular, and genetics course in a graduate biomedical science program: CIPP guided course evaluation

Background & Objective: Graduate programs in biological and biomedical sciences play a crucial role in developing competencies required for academic and research careers. Routine curricular evaluation of such programs is important to ensure their quality, impact and relevance. Cellular, Molecular and Genetic Sciences: Knowledge and Application (CMG) is one of the core courses of MPhil in Biological and Biomedical Sciences program. This study aimed to critically evaluate the CMG course, propose evidence-based reforms and compare student performance across student cohorts before and after the course reforms. Methodology: A CIPP(Context Input, Process, Product) guided, mixed-methods course evaluation (March 2024–June 2025) was conducted integrating document review, student feedback (scheduled mid-and end-of-module meetings and Virtual Learning Environment (VLE) based written evaluations), and faculty reflections with descriptive analysis of grade distributions across the 2023, 2024, and 2025 cohorts. Qualitative data were analyzed using directed content analysis mapped to CIPP domains, and quantitative data were summarized using descriptive statistics (counts, percentages; means ± SD where available). Findings were integrated through triangulation to inform iterative course refinements. Results: Data identified poor sequencing of content and insufficient formative assessments as the key issues in CMG course offered in 2023. In the first iteration (2024) CMG course was modularly restructured into three distinct segments: Cell Biology, Molecular Biology, and Genetics, supplemented with practice-based formative assessments. Data acquired after implementation of first iteration, recognized further simplification of genetic component in 2025. Periodic improvements in academic performance were observed; across 2023–2025, most students consistently achieved grades in the B (70–74) and C+ (65–69) categories, and relatively few students were found in the lower grade ranges. In 2025, there was a slight shift toward higher grades (A– and B+), with minimal failures or incomplete results across all three years. Conclusion: The feedback from students enabled systematic diagnosis and resolution of curricular challenges within the CMG course. Structured modularization, curriculum alignment, and feedback-informed revisions were associated with enhanced learning and performance of students. These findings emphasize the value of continuous course/ program evaluation for academic rigor and student engagement in graduate education.