A Delphi study to validate competency-based criteria to assess undergraduate midwifery students' competencies in the maternity ward

Embo, Mieke; Helsloot, Kaat; Michels, Nele; Valcke, Martin

doi:10.1016/j.midw.2017.07.005

Cited by 8 publications

(6 citation statements)

References 40 publications

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“…In the first round, panellists were asked to evaluate the CanMEDS key competencies as feasible and as consistent based on a 5-point Likert scale. They were also able to provide qualitative comments for each key competency [ 7 , 14 ]. In the second round, we informed the panellists about the consensus ratings of round 1.…”

Section: Methodsmentioning

confidence: 99%

Fitness-for-purpose of the CanMEDS competencies for workplace-based assessment in General Practitioner’s Training: a Delphi study

et al. 2023

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Background In view of the exponential use of the CanMEDS framework along with the lack of rigorous evidence about its applicability in workplace-based medical trainings, further exploring is necessary before accepting the framework as accurate and reliable competency outcomes for postgraduate medical trainings. Therefore, this study investigated whether the CanMEDS key competencies could be used, first, as outcome measures for assessing trainees’ competence in the workplace, and second, as consistent outcome measures across different training settings and phases in a postgraduate General Practitioner’s (GP) Training. Methods In a three-round web-based Delphi study, a panel of experts (n = 25–43) was asked to rate on a 5-point Likert scale whether the CanMEDS key competencies were feasible for workplace-based assessment, and whether they could be consistently assessed across different training settings and phases. Comments on each CanMEDS key competency were encouraged. Descriptive statistics of the ratings were calculated, while content analysis was used to analyse panellists’ comments. Results Out of twenty-seven CanMEDS key competencies, consensus was not reached on six competencies for feasibility of assessment in the workplace, and on eleven for consistency of assessment across training settings and phases. Regarding feasibility, three out of four key competencies under the role “Leader”, one out of two competencies under the role “Health Advocate”, one out of four competencies under the role “Scholar”, and one out of four competencies under the role “Professional” were deemed as not feasible for assessment in a workplace setting. Regarding consistency, consensus was not achieved for one out of five competencies under “Medical Expert”, two out of five competencies under “Communicator”,one out of three competencies under “Collaborator”, one out of two under “Health Advocate”, one out of four competencies under “Scholar”, one out of four competencies under “Professional”. No competency under the role “Leader” was deemed to be consistently assessed across training settings and phases. Conclusions The findings indicate a mismatch between the initial intent of the CanMEDS framework and its applicability in the context of workplace-based assessment. Although the CanMEDS framework could offer starting points, further contextualization of the framework is required before implementing in workplace-based postgraduate medical trainings.

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Section: Methodsmentioning

confidence: 99%

Fitness-for-purpose of the CanMEDS competencies for workplace-based assessment in General Practitioner’s Training: a Delphi study

et al. 2023

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“…We employed a web-based Delphi survey to gather validity evidence based on consensus ratings on which CanMEDS key competencies could be feasible and consistently assessed for workplace-based assessments in the GP Training. [13][14][15] Based on available literature, we discussed and decided on the necessary steps to ensure methodological rigor. Table 1 provides an overview of designing steps, based on the Guidance on Conducting and REporting DElphi Studies (CREDES) guideline.…”

Section: Methodsmentioning

confidence: 99%

“…We de ned consistency as what can be consistently measured across different training phases in the workplace (Figure 1). [13][14][15] Consensus was de ned as 70% of respondents agreed or strongly agreed that an item was feasible and consistent for assessment in the workplace. [17] Non consensus was de ned as no major change in consensus ratings nor any suggestions for change by the panel after 2 rounds.…”

Section: Methodsmentioning

confidence: 99%

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Fitness-for-purpose of the CanMEDS competencies for workplace-based assessment in General Practitioner’s Training: a Delphi study

Andreou

Peters

Eggermont

et al. 2022

Preprint

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Background In view of the exponential use of the CanMEDS framework along with the lack of rigorous evidence about its applicability in workplace-based medical trainings, further exploring is necessary before accepting the framework as valid and reliable competency outcomes for postgraduate medical trainings. Therefore, this study investigated whether the CanMEDS key competencies could be used as outcome measures for assessing trainees’ competence and for supporting competency growth across training phases in a workplace-based General Practitioner’s (GP) Training setting. Methods A web-based Delphi study was employed to collect validity evidence. In three Delphi rounds, a panel of experts (n = 25–43) was asked to rate on a 5-point Likert scale whether the CanMEDS key competencies were feasible for workplace-based assessment, and consistent for assessment across different training phases. Comments on each CanMEDS key competency were encouraged. Descriptive statistics of the ratings were calculated, while content analysis was used to categorise panellists’ comments. Results Out of twenty-seven CanMEDS key competencies, 21 were scored as feasible, and 16 as consistent across training phases for assessment in the workplace. All the key competencies under the “Medical Expert”, “Communicator”, and “Collaborator” roles reached consensus for feasibility of assessment. The panel also agreed on one out of four key competencies under the role “Leader”, one out of two competencies under the role “Health Advocate”, three out of four competencies under the role “Scholar”, and three out of four competencies for the role “Professional”. Regarding consistency of assessment in the workplace, consensus was achieved for four out of five competencies under “Medical Expert”, three out of five competencies under “Communicator”, two out of three competencies under “Collaborator”, one competency out of two under “Health Advocate”, three out of four competencies under “Scholar”, three out of four competencies under “Professional”. No competency under the role “Leader” deemed to be consistently assessed across training phases. Conclusions The findings indicate a mismatch between the initial intent of the CanMEDS framework and its applicability in the context of workplace-based assessment. Although the CanMEDS framework could offer starting points, further contextualization of the framework is required before implementing in postgraduate medical trainings.

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“…Clinical assessment in midwifery training is required to evaluate the students’ actual performance (Embo et al 2017 ). Clinical assessment tools are often used to collect evidence of the midwifery students’ clinical performance (Franklin & Melville 2015 ; Sweet et al 2017).…”

Section: Introductionmentioning

confidence: 99%

Psychometric properties of a clinical assessment tool in the postgraduate midwifery programme, Botswana

Rasetshwane¹,

Sepeng²,

Mooa³

2023

Curationis

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Background: The psychometric properties of a clinical assessment tool used in the postgraduate midwifery programme in Botswana have not been evaluated. A lack of reliable and valid clinical assessment tools contributes to inconsistencies in clinical assessment in midwifery programmes.Objectives: This study aimed to evaluate the internal consistency and content validity of a clinical assessment tool used in the postgraduate midwifery programme in Botswana.Method: For internal consistency, we calculated the total-item correlation and Cronbach’s alpha coefficient. For content validity, subject matter experts completed a checklist to evaluate the relevance and clarity of each competency in the clinical assessment tool. The checklist included questions with Likert-scale responses, indicating the level of agreement.Results: The clinical assessment tool had a good reliability, with a Cronbach’s alpha of 0.837. The corrected item total correlation values ranged from –0.043 to 0.880 and the Cronbach’s alpha (if item deleted) ranged from 0.079 to 0.865. Overall content validity ratio was 0.95, and content validity index was 0.97. Item content validity indices ranged from 0.8 to 1.0. The overall scale content validity index was 0.97 and the scale content validity index using universal agreement was 0.75.Conclusion: The clinical assessment tool used in the postgraduate midwifery programme in Botswana has acceptable reliability. Most of the competencies included in the clinical assessment tool were relevant and clear. Certain competencies need to be reviewed to improve the reliability and validity of the clinical assessment tool.Contribution: The clinical assessment tool currently used in the postgraduate midwifery programme in Botswana had acceptable internal consistency reliability and validity.

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A Delphi study to validate competency-based criteria to assess undergraduate midwifery students' competencies in the maternity ward

Abstract: this study resulted in validated criteria to assess postnatal care competencies in the maternity ward.

Cited by 8 publications

References 40 publications

Fitness-for-purpose of the CanMEDS competencies for workplace-based assessment in General Practitioner’s Training: a Delphi study

Fitness-for-purpose of the CanMEDS competencies for workplace-based assessment in General Practitioner’s Training: a Delphi study

Fitness-for-purpose of the CanMEDS competencies for workplace-based assessment in General Practitioner’s Training: a Delphi study

Psychometric properties of a clinical assessment tool in the postgraduate midwifery programme, Botswana

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