Development and implementation of a competency-based clinical evaluation tool for midwifery education

Abstract

BackgroundThe learning goals and evaluation strategies of competency-based midwifery programs must be explicit and well-defined. In the US, didactic learning is evaluated through a standardized certification examination, but standardized clinical competence evaluation is lacking. Description of the toolThe Midwifery Competency Assessment Tool (MCAT) has been adapted from the International Confederation of Midwives’ (ICM) “Essential Competencies” and from the American College of Nurse-Midwives’ (ACNM) “Core Competencies”, with student self-evaluation based on Benner's Novice-to-Expert theory. The MCAT allows for the measurement and monitoring of competence development in all domains of full-scope practice over the course of the midwifery program. Application and evaluation of the toolStrengths of the MCAT are that it provides clear learning goals and performance evaluations for students, ensures and communicates content mapping across a curriculum, and highlights strengths and gaps in clinical opportunities at individual clinical sites and for entire programs. Challenges of the MCAT lie in balancing the number of competency items to be measured with the tedium of form completion, in ensuring the accuracy of student self-evaluation, and in determining “adequate” competence achievement when particular clinical opportunities are limited. ConclusionsUse of the MCAT with competency-based clinical education may facilitate a more standardized approach to clinical evaluation, as well as a more strategic approach to clinical site development and use.