Challenges and opportunities in competency-based midwifery education: Insights from Moroccan educators

Area of Science:

• Health Professions Education
• Nursing and Midwifery Education
• Curriculum Development

Background:

• Morocco's Higher Institutes of Nursing and Health Technical Professions (ISPITS) are undergoing reforms to align midwifery training with international standards.
• The competency-based approach (CBA) is being implemented to enhance pedagogical practices and improve healthcare outcomes.

Purpose of the Study:

• To explore midwifery educators' perceptions of implementing the competency-based approach (CBA) in Moroccan ISPITS.
• To identify the impact of CBA on pedagogical practices and student learning.
• To uncover challenges and facilitators for successful CBA implementation.

Main Methods:

• Qualitative research design.
• Semi-structured interviews with midwifery educators in the Marrakech Safi region.
• Thematic analysis of interview data.

Main Results:

• Educators perceive CBA as transforming pedagogy, fostering a holistic perspective, and improving competency development and assessment.
• Key benefits include enhanced student engagement, adaptability, and clinical judgment.
• Significant challenges identified include infrastructure gaps, increased workload, and language barriers.

Conclusions:

• Successful CBA implementation requires robust institutional support, including faculty training and resource allocation.
• Formative assessments, simulation, and mentorship are crucial for bridging theory and practice.
• Optimizing CBA in midwifery education is vital for meeting Morocco's evolving healthcare needs.