Mapping of Iranian midwifery curriculum according to the International Confederation of midwives competencies

BMC Medical Education

Research

Reza Ghaffari¹  Somayeh Abdolalipour²  Leila Allahqoli³  Farah Babaey³  Sakineh Mohammad-Alizadeh-Charandabi⁴  Mojgan Mirghafourvand⁴ 

[1] Department of Medical Education, Education Development Center, Tabriz University of Medical Sciences, Tabriz, IR, Iran;Department of Midwifery, Faculty of Nursing and Midwifery, Tabriz University of Medical Sciences, Tabriz, IR, Iran;Midwifery Department, Ministry of Health and Medical Education, Tehran, Iran;Social Determinants of Health Research Center, Tabriz University of Medical Sciences, Tabriz, IR, Iran;

关键词: Midwifery education;    Curriculum;    International Confederation of Midwives;    Competence;    Educational standards;   

DOI  :  10.1186/s12909-023-04755-7

 received in 2023-03-02, accepted in 2023-10-09,  发布年份 2023

来源: Springer

【 摘 要 】

BackgroundEvaluating the curriculum based on its success rate in preparing skilled midwives proficient in performing professional skills is a fundamental component of the midwifery education system. This study aimed to evaluate the content, strengths, and weaknesses of the midwifery curriculum in Iran based on the most recent ICM midwifery education standards in all competence areas, as well as to obtain expert feedback on the necessary courses or lessons for the curriculum using the Delphi method.MethodsThis research was conducted in two phases: comparative analysis and the Delphi method. In the comparative analysis, the curriculum mapping tool was used to compare Iran’s midwifery curriculum for bachelor’s degrees to the international standards for midwifery education proposed by ICM in 2019 by a four-point Likert scale (adequate- relatively adequate- relatively inadequate- inadequate). Two individuals evaluated the curriculum independently for the presence of theoretical and clinical courses for attaining each relevant competency. In case of disagreement, the opinion of a third person was used. After identifying the academic deficiencies and weaknesses of the curriculum, the Delphi technique was used with the cooperation of the midwifery board members and directors of midwifery groups from across the country to collect feedback about new courses or lessons that need to be incorporated into the curriculum.ResultsAfter a comparative analysis, 24 out of 315 essential competencies for ICM in the midwifery curriculum were found to be inadequate or relatively inadequate based on the three experts’ opinions after reviewing the programmatic courses and lessons in the curriculum. In 79.5% of the knowledge area and 71.6% of the skill area, the curriculum for midwifery in Iran corresponded to ICM essential competencies. After surveying expert members during multiple Delphi rounds, the members agreed to add some lessons to the midwifery curriculum, design a new course, and hold related workshops to cover the competencies identified as inadequate or relatively inadequate in the comparative analysis.ConclusionThe Iranian midwifery curriculum for acquiring 24 items of ICM essential competencies was deemed inadequate or relatively inadequate. Therefore, it seems in addition to revising Iran’s midwifery curriculum following ICM competencies, providing midwifery policymakers with infrastructure and additional support to develop and implement effective midwifery training programs is necessary to ensure that midwives are trained and equipped with the necessary competencies for practice.

【 授权许可】

CC BY   
© BioMed Central Ltd., part of Springer Nature 2023

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