Department of Midwifery, Faculty of Nursing and Midwifery, Tabriz University of Medical Sciences, Tabriz, IR, Iran.
Social Determinants of Health Research Center, Tabriz University of Medical Sciences, Tabriz, IR, Iran.
BMC Med Educ. 2023 Oct 24;23(1):791. doi: 10.1186/s12909-023-04755-7.
Evaluating 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.
This 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.
After 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.
The 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.
评估课程在培养熟练助产士方面的成功率，使其熟练掌握专业技能，是助产教育体系的基本组成部分。本研究旨在根据国际妇产科联合会（ICM）最新的助产教育标准，评估伊朗助产课程在所有能力领域的内容、优势和劣势，并使用德尔菲法获取课程中必要课程或课程的专家反馈。
本研究分为两个阶段进行：比较分析和德尔菲法。在比较分析中，使用课程映射工具将伊朗的助产士学士学位课程与 ICM 于 2019 年提出的国际助产教育标准进行比较，采用四点李克特量表（充分-相对充分-相对不足-不足）。两名评估者独立评估课程中是否存在获得每项相关能力所需的理论和临床课程。如果存在分歧，则采用第三人的意见。在确定课程的学术缺陷和不足后，与全国助产士委员会成员以及助产士小组的主任合作，使用德尔菲技术收集有关需要纳入课程的新课程或课程的反馈。
经过比较分析，根据三位专家在审查课程计划课程和课程后对方案课程和课程的意见，发现 315 项 ICM 助产士基本能力中有 24 项不足或相对不足。在知识领域的 79.5%和技能领域的 71.6%，伊朗的助产士课程符合 ICM 的基本能力。在多次德尔菲轮次调查专家成员后，成员们同意向助产士课程添加一些课程，设计一门新课程，并举办相关研讨会，以涵盖比较分析中确定的不足或相对不足的能力。
伊朗获取 24 项 ICM 基本能力的助产士课程被认为不足或相对不足。因此，除了按照 ICM 能力修订伊朗的助产士课程外，还需要为助产士政策制定者提供基础设施和额外支持，以制定和实施有效的助产士培训计划，以确保助产士接受培训并具备实践所需的必要能力。
