This supports a previous study that an average of 275 procedures performed within 16 minutes are needed for the average GI trainee to meet minimal competence criteria.
Evaluation of interventions is dependent on the a priori formulation of adherence and competence criteria based on the theoretical underpinnings, aims and content of the intervention.
Adherence and competence criteria should be considered during the intervention design, inform the training for those delivering the intervention and should be incorporated into programme manuals and supporting materials.
Cognizant of this, the Indonesian government and various health groups implemented benchmarking standards for nursing education curricula in 1999, and some community health centres and hospitals have produced formalized competence criteria for nursing and midwifery clinical care.
Clearly, if standards are to improve, a number of prerequisite actions may need to be considered, namely: First, it is essential to formulate a definition of each grade of nurse and midwife, in order that performance can be measured against it; this would also enable educational curricula to be devised that accord with the required competence criteria.
In addition to this peer assessment, students had to self-asses their task performance using the identical list of competence-based criteria (SA-C) or performance based criteria (SA-P), using the same four-point scale.
Participants were randomly assigned to one of the two conditions: competence-based criteria (n = 20) and performance-based criteria (n = 19).
The peer assessments during the practical lesson indicated the task performance of the students assessed by the peers, using the competence-based criteria in one group and performance-based criteria in the other group.
The self-assessments during the practical lesson indicated the task performance of the students by the students' own opinion, using the competence-based criteria in one group and performance based criteria in the other group.
Figure 4 shows some examples, competence-based criteria as shown in the electronic learning environment.
First, with regard to what is assessed, when assessing with competence-based criteria, the competences underlying the performance are the focus of the assessment.
