Student Research Committee, School of Nursing and Midwifery, Shahroud University of Medical Sciences, Shahroud, Iran.
Center for Health Related Social and Behavioral Sciences Research, Shahroud University of Medical Sciences, Shahroud, Iran.
Midwifery. 2023 Nov;126:103831. doi: 10.1016/j.midw.2023.103831. Epub 2023 Sep 20.
The assessment of professional competence is essential to ensure the achievement of competence standards. The goal of this study is to design and implement a professional competence test model to make the test unified, comprehensive, and fair. This research was a multimethod, multiphasic study. The first qualitative phase of the nominal group technique was conducted to design the test model with specific guidelines. The second phase was a mixed-method parallel field trial conducted on 161 senior midwifery bachelor students in universities of Iran. The test was conducted following the traditional method in the control group and OMMID model in the intervention group. This model consists of three parts: the MCQs (multiple choice questions), OSCE (objective structured clinical examination), and clinically-oriented tests, which included Mini-CEX (mini-clinical evaluation exercise) and DOPS (direct observation of procedural skills). Data were collected using questionnaires and interviews, and the results were assessed qualitatively and quantitatively. The OMMID model and the associated guideline were designed. Qualitative data analysis resulted in six main themes, including organizing, structure, tension due to change, fairness, unification, and outcome. The OMMID model did not increase students' anxiety and stress and did not decrease their satisfaction. The merits of this model include having a centralized guideline, using multiple evaluation methods, comprehensive evaluation of necessary skills, promotion of fairness, and increased student satisfaction.
专业能力评估对于确保达到能力标准至关重要。本研究旨在设计并实施一种专业能力测试模型，使测试具有统一性、全面性和公平性。本研究采用多方法、多阶段研究。第一阶段采用名义群体技术进行定性研究，根据具体指南设计测试模型。第二阶段是在伊朗大学的 161 名高级助产士本科学生中进行的混合方法平行现场试验。对照组采用传统方法，干预组采用 OMMID 模型进行测试。该模型由三个部分组成：多项选择题（MCQs）、客观结构化临床考试（OSCE）和临床导向测试，包括 Mini-CEX（迷你临床评估练习）和 DOPS（程序性技能直接观察）。使用问卷和访谈收集数据，并对结果进行定性和定量评估。设计了 OMMID 模型和相关指南。定性数据分析产生了六个主要主题，包括组织、结构、变革带来的紧张、公平、统一和结果。OMMID 模型并未增加学生的焦虑和压力，也没有降低他们的满意度。该模型的优点包括有一个集中的指导方针、使用多种评估方法、全面评估必要技能、促进公平性以及提高学生满意度。
