Key result
Competency-based education in obstetric emergencies significantly increased knowledge, skills, and self-confidence in midwifery students compared to routine training (P<0.001).
Why the study?
Obstetric emergencies are leading causes of maternal and neonatal mortality, and competency-based education assessed by the Kirkpatrick model was evaluated to improve training.
Does competency-based education improve knowledge, skills, and self-confidence in midwifery students?
RCT (n=80)
stratified random sampling
No
Does competency-based education improve knowledge, skills, and self-confidence in midwifery students?
p-value: p=<0.001
Competency-based education significantly improves knowledge, skills, and self-confidence in midwifery students compared to routine education.
Supports competency-based curricula in midwifery training; extends RCT evidence for sustained knowledge and skill gains.
Background Obstetric emergency is one of the most important causes of maternal and neonatal mortality, and competency-based education is one of the efficient approaches to cover this. Objective structured clinical examination is one of the valid methods in measuring students’ competency and performance. Kirkpatrick evaluation model is a great method to assess a training impact. Objectives This study was designed to determine the effect of competency-based education on midwifery students based on Kirkpatrick evaluation model. Design Randomized controlled trial Setting Nursing and Midwifery School in Islamic Republic of Iran (Iran University of Medical Sciences) Participants eighty students in third to fifth term of associate and bachelor’s degree in midwifery (intervention group=40, control group=40) Methods Using stratified random sampling, research team trained learners of intervention group in 4 sessions, 5 hours/day in a month in emergency obstetric cares. Both groups had been receiving the routine schedule of the faculty. Knowledge, skills, and self-confidence were assessed three times, before, immediately and 6 weeks after training by researcher made questionnaire, Objective Structured Clinical Examination (OSCE) and self-reported questionnaire respectively. Data were analyzed with descriptive, inferential statistics. Results The level of knowledge, skills, and self-confidence increased significantly in the intervention group, in immediate and 6 weeks after intervention (P<0.001). In intervention group, Mean ± S.D of all variables were 5.05±2.074, 143.30±12.146 and 11.65±2.045, which increased to 10.17±1.318, 527.70±19.995 and 18.97±1.980 and remained at the same levels 6 weeks later, 9.37±2.215, 521.80±19.784 and 19.00±2.631; in the control group, this trend was not significant (P=0.380, P=0.455 and P=0.191). Conclusion Competency-based education can be used in midwifery education and in-service training. We need to use new educational approaches such as competency-based to have a valuable impact on knowledge skills and self-confidence. This may affect health indexes indirectly.
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Hakimi et al. (2019) conducted an RCT in midwifery students (n=80). Competency-based education in obstetric emergencies vs. Routine schedule of the faculty was evaluated on Knowledge, skills, and self-confidence (p=<0.001). Competency-based education in obstetric emergencies significantly increased knowledge, skills, and self-confidence in midwifery students compared to routine training (P<0.001).
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