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CONFERENCE PROCEEDING
Developing midwifery entrustable professional activities to bridge competencies and clinical assessment in student education
1
Charité Universitätsmedizin Berlin, Midwifery, Berlin, Germany
2
Charité Universtätsmedizin Berlin, Dieter Scheffner Center for Medical Education and Educational Research, Berlin, Germany
Eur J Midwifery 2026;10(Supplement 1):A767
ABSTRACT
BACKGROUND:
Entrustable Professional Activities (EPAs) have long been used to describe units of professional practice in medical education. Midwifery competency frameworks, including the ICM Essential Competencies, articulate learning outcomes as professional attributes. While essential to defining professional profiles, this approach complicates assessment in clinical settings. Robust, observable Midwifery EPAs can bridge competency frameworks and workplace-based evaluation.
OBJECTIVES:
This study examined the applicability of the EPA concept to midwifery education. The aim was to develop entrustable, observable activities that reflect core professional values and support structured workplace-based assessment in midwifery education.
METHODS:
Following an integrative literature review in 2024, an expert panel of six midwives with backgrounds in clinical practice, education, and research developed an initial set of Midwifery EPAs. Between April and June 2025, the EPAs were refined through a two-round Delphi process with 18 midwifery education experts. A third Delphi round and pilot implementation are planned for August 2025 to confirm and test the final EPA set.
RESULTS:
Fourteen Midwifery EPAs were developed, each including a title, core steps, and supervision levels. A key result was the deliberate framing of EPAs to reflect core midwifery values, emphasizing the woman as an active partner in care. In the first Delphi round, consensus (≥ 0.8) was reached for three EPAs; eight required moderate and three substantial revision. After the second round, all EPAs achieved consensus (≥ 0.8) with minor language adjustments.
CONCLUSIONS:
The developed Midwifery EPAs translate core competencies from established frameworks, including the ICM Essential Competencies, into observable, assessable professional activities. They reflect core midwifery values by linking educational goals with workplace responsibilities and supporting transparent competency-based assessment. Further research is needed to evaluate their implementation and impact.
KEY MESSAGE:
The EPA framework is applicable to midwifery education, translating competencies into observable, assessable activities and forming a foundation for workplace-based learning and assessment. Poster session 3 (Group B)
Entrustable Professional Activities (EPAs) have long been used to describe units of professional practice in medical education. Midwifery competency frameworks, including the ICM Essential Competencies, articulate learning outcomes as professional attributes. While essential to defining professional profiles, this approach complicates assessment in clinical settings. Robust, observable Midwifery EPAs can bridge competency frameworks and workplace-based evaluation.
OBJECTIVES:
This study examined the applicability of the EPA concept to midwifery education. The aim was to develop entrustable, observable activities that reflect core professional values and support structured workplace-based assessment in midwifery education.
METHODS:
Following an integrative literature review in 2024, an expert panel of six midwives with backgrounds in clinical practice, education, and research developed an initial set of Midwifery EPAs. Between April and June 2025, the EPAs were refined through a two-round Delphi process with 18 midwifery education experts. A third Delphi round and pilot implementation are planned for August 2025 to confirm and test the final EPA set.
RESULTS:
Fourteen Midwifery EPAs were developed, each including a title, core steps, and supervision levels. A key result was the deliberate framing of EPAs to reflect core midwifery values, emphasizing the woman as an active partner in care. In the first Delphi round, consensus (≥ 0.8) was reached for three EPAs; eight required moderate and three substantial revision. After the second round, all EPAs achieved consensus (≥ 0.8) with minor language adjustments.
CONCLUSIONS:
The developed Midwifery EPAs translate core competencies from established frameworks, including the ICM Essential Competencies, into observable, assessable professional activities. They reflect core midwifery values by linking educational goals with workplace responsibilities and supporting transparent competency-based assessment. Further research is needed to evaluate their implementation and impact.
KEY MESSAGE:
The EPA framework is applicable to midwifery education, translating competencies into observable, assessable activities and forming a foundation for workplace-based learning and assessment. Poster session 3 (Group B)
| eISSN: | 2585-2906 |
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