ArticleBMJ open2022
Assessment of core teaching competency of health professional educators in Ethiopia: an institution-based cross-sectional study.
Article in BMJ open, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 5 papers.
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Who cites it
5 citing papers in PubMed, 9 citations in OpenAlex.
- Nurse Educators' Self-Reported Level of Teaching Competence and Its Correlation with Sociodemographic, Professional, Training and Research Variables: A Cross-Sectional Multicentre Study.Nursing reports (Pavia, Italy) · 2026Article
- Level of clinical competency and associated factors of nursing students in Ethiopia: systematic review and meta-analysis.BMC nursing · 2024Article
- Implementation of competency-based education for quality midwifery programmes in Africa: a scoping review.BMC nursing · 2024Article
- Surveying the Digital Competencies of Health Profession Educators at Ethiopian Higher Education Institutions.Ethiopian journal of health sciences · 2024Article
- Knowledge of Critical Issues in the Intrapartum Period: a Cross-sectional Study Among Undergraduate Final Year Midwifery Students.Materia socio-medica · 2022Article
Corrections and comments
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Authors and funding
5 authors at 3 institutions in 2 countries.
Funding
No grant is acknowledged in the PubMed record.
Abstract
objectivesUnderstanding the competency of educators is key to informing faculty development, recruitment and performance monitoring. This study aimed to assess the core teaching competency of nursing, midwifery and biomedical educators, and associated factors in Ethiopia.
designAn institution-based cross-sectional study was conducted in January 2020 using structured tools adapted from the WHO's nurse and midwifery educator competency frameworks.
settingTwo health science colleges and nine student practice sites in Ethiopia.
participantsAll classroom instructors and clinical preceptors of nursing, midwifery and biomedical technician training programmes, and all the graduating class students. MEASURES: Overall teaching competency scores, teaching domain competency scores, competency gaps and performance gaps of educators were outcome measures. Past training on teaching skills courses, teaching experiences and sociodemographic characteristics of educators are associated factors.
resultsMost educators were not trained in teaching methods (82%). The teaching competency scores of classroom instructors and clinical preceptors were 61.1% and 52.5%, respectively. Competency gaps were found in using active learning methods, performance assessment, feedback and digital learning. Professional background of classroom instructors had a significant and strong association with their competency score (p=0.004; V
conclusionsNursing, midwifery and biomedical educators lacked the competency to undertake important teaching roles, which could contribute to the low quality of education. More attention should be given to strengthening faculty development.
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