Evaluation of a problem-based curriculum in midwifery.

Area of Science:

• Nursing Education
• Curriculum Development
• Pedagogy

Background:

• Problem-based learning (PBL) is an educational approach gaining traction in healthcare professions.
• Evaluating the implementation of novel curricula is crucial for understanding their impact on student outcomes and experiences.

Purpose of the Study:

• To evaluate the implementation of a problem-based learning (PBL) curriculum in a pre-registration midwifery program.
• To assess student and staff experiences and analyze student outcomes.

Main Methods:

• A realistic evaluation model using mixed-methods (qualitative and quantitative) was employed.
• Historical comparison with previous cohorts and analysis of assessment outcomes were conducted.
• Student and staff perspectives were gathered through various methods including focus groups, questionnaires, and interviews.

Main Results:

• Students generally responded positively to PBL, valuing small group learning and independence, but experienced adjustment difficulties.
• Clinical staff concerns focused on theory-practice balance, independent of the curriculum change.
• Student outcomes showed some divergence in grades, with critical evaluation skills highly regarded.

Conclusions:

• The implementation context of educational change significantly impacts student and educator experiences.
• Adequate preparation and ongoing support are vital for students transitioning to independent learning.
• Further research is needed to explore the long-term effects of PBL on practice and the midwifery profession.