Evaluation of midwifery education curricula: A systematic review of models, outcomes, and quality indicators
DOI: https://doi.org/10.33024/minh.v9i6.4090
Competency-Based Education Curriculum Evaluation Midwifery Education
Abstract
Background: The transformation of maternal and neonatal care encourages midwifery education to develop a curriculum that focuses not only on content but also on achieving graduate competencies that meet global standards and the needs of midwifery practice. Curriculum evaluation is necessary to assess the alignment between learning design, implementation, and the education quality assurance system.
Purpose: To systematically review the curriculum model, implementation results, and quality indicators in the evaluation of midwifery education.
Method: A systematic literature review was employed, referring to the PRISMA 2020 guidelines. Article searches were conducted through PubMed, Scopus, ScienceDirect, Google Scholar, and Wiley Online Library. Of the 1,390 articles found, 15 studies met the inclusion criteria and were analyzed using narrative synthesis. Methodological quality was independently assessed by two reviewers using study-specific appraisal criteria
Results: Competency-based curricula were widely implemented through the integration of simulation, midwifery continuity of care, student-centered learning, and International Confederation of Midwives (ICM) standards. Implementation of these curricula contributed to improved clinical skills, Objective Structured Clinical Examination (OSCE) scores, critical thinking, self-confidence, and student readiness for practice. Curriculum quality is influenced by alignment with standards, faculty competency, clinical facilities, supervision, and institutional quality assurance.
Conclusion: Competency-based curriculum evaluation plays an important role in improving the quality of midwifery education and graduate readiness.
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