title: Exploring the value of the tripartite assessment of students in pre-registration midwifery education: a review of the evidence.
abstract: Many universities use a tripartite assessment within the pre-registration midwifery curriculum to grade student practice; we consider what the purpose and value are from an educational, formal and social perspective. By utilising research, policy documents and reflections from our experiences we explore the principles which underpin this judgement of student performance. After deliberation, we consider the increased presence in practice to have many benefits, but have evidence that it is not required educationally, to assess student practice, or to formalise the assessment process, since sign-off mentors are now better prepared to undertake this role. Thus, to support our increased partnership with practice, afforded by tripartite assessments, we offer an alternative.
authors.affiliation: University Campus Suffolk (UCS), Practice Learning and Midwifery, Waterfront Building, Neptune Quay, Ipswich, Suffolk IP41QJ, United Kingdom. Electronic address: h.passmore@ucs.ac.uk.
authors.forename: Heather
authors.initials: H
authors.lastname: Passmore
authors.affiliation: University Campus Suffolk (UCS), Practice Learning and Midwifery, Waterfront Building, Neptune Quay, Ipswich, Suffolk IP41QJ, United Kingdom. Electronic address: s.chenerymorris@ucs.ac.uk.
authors.forename: Sam
authors.initials: S
authors.lastname: Chenery-Morris
mesh_terms: D002983:Clinical Competence / Q000592:standards*; D004521:Educational Measurement / Q000379:methods* / Q000592:standards; D006801:Humans; D008611:Mentors; D008880:Midwifery / Q000193:education* / Q000592:standards; D006113:United Kingdom
keywords: Assessment; Midwifery education; Student midwives; Tripartite meeting; Value