Article
Competency-based exams!? Steps towards case construction for professional qualification exams in midwifery degree courses
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Authors
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Cordula Fischer
- Ludwigshafen University of Business and Society, Ludwigshafen, Germany
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Mareike Kast
- Ludwigshafen University of Business and Society, Ludwigshafen, Germany
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Claudia Hobbie
- Ludwigshafen University of Business and Society, Ludwigshafen, Germany
| Published: | February 7, 2024 |
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Outline
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Background and research question: According to legal requirements, some practical parts of the national final exams, in particular part two (competence area birth), are to be examined as a case-oriented simulation. This raises the question of how examination cases can be designed in such a way that they comprehensively reflect the competences to be achieved – despite their exemplary character – and make the corresponding performance appropriately evaluable.
Methods: In order to answer this question, general requirements for competence-oriented exams and their didactic implications are first clarified. The focus is on examining and integrating the core elements that reveal the competencies to be tested. Following recommendations from nursing and midwifery science, starting points, steps, and methods for the development of suitable examination cases are presented with the help of expert discussions.
Result: A heuristic matrix is presented that can be used as a basis for creating cases of competence-oriented final examinations. Of particular importance are the identification and integration of core elements with respect to concept and objective to the program. These are to be combined with a clear and well-justified definition of examination subjects and key situations, which are ideally determined in a negotiation process. These elements ensure that the developed examination cases are closely linked to the curriculum and qualification objectives of the study programme. At the same time, they promote a balanced connection between examination-relevant competences and realistic, professionally situations.
Relevance and conclusions: As a methodological guide, this approach aims to provide assistance for the systematic development of examination cases. Additionally, it seeks to contribute the discussion, further development, and optimisation of competence-oriented final examinations.
Ethics and conflicts of interest: A vote on ethics was not necessary. The research was financed by own resources. There are no conflicts of interest.
