Background and rationale: The development of skilled staff is the main function of the medical education system, which is the process of building people with knowledge, skills, wisdom, ability to analyze, know how to solve problems, ability to learn by themselves and adapt to changes in the regional-international environment. Objective: The study aimed to evaluate the consistency of context, input, process and product of medical curriculum, Faculty of Medicine, University of Health Sciences by using the Context Input Process and Product (CIPP) model evaluation. Methodology: This study was cross-sectional descriptive study of medical student years 5 to 6, managers and teachers. Data were collected by using questionnaires in face-to-face interviews. The data were entered in Epi-data with analysis by SPSS. Results: 1). Contextually, the curriculum philosophy, objectives of curriculum, structure of curriculum and learning contents of each course were regarded as consistent at high level. 2). Regarding the input teaching, students and learning – teaching materials/equipment, pocket book and places were consistent at moderate levels. 3). Considering the process, the curriculum administration, the learning – teaching management, the evaluation and assessment were consistent at high level and 4). for products, the behavior, attitude, virtue and ethical national of professional, communication skill and relationship, basic knowledge, clinic skill, check-up skill by using basic tools and improve of professional knowledge were consistent at high level. Conclusion The medical curriculum of the Faculty of Medicine at the University of Health Sciences is consistent at high levels. When considering each aspect, it can be seen that: the context, the process and the product are consistent at high levels. In terms of input factors, there is consistency at a moderate level.