Jove
Visualize
Contact Us
JoVE
x logofacebook logolinkedin logoyoutube logo
ABOUT JoVE
OverviewLeadershipBlogJoVE Help Center
AUTHORS
Publishing ProcessEditorial BoardScope & PoliciesPeer ReviewFAQSubmit
LIBRARIANS
TestimonialsSubscriptionsAccessResourcesLibrary Advisory BoardFAQ
RESEARCH
JoVE JournalMethods CollectionsJoVE Encyclopedia of ExperimentsArchive
EDUCATION
JoVE CoreJoVE BusinessJoVE Science EducationJoVE Lab ManualFaculty Resource CenterFaculty Site
Terms & Conditions of Use
Privacy Policy
Policies

Related Experiment Videos

Problem based learning in midwifery - the teachers perspective.

Catherine J Rowan1, Christine McCourt, Debra Bick

  • 1Centre for Research in Midwifery and Childbirth, Faculty of Health and Human Sciences, Thames Valley University, 32 Uxbridge Road, London W5 2BS, United Kingdom. cathy.rowan@tvu.ac.uk

Nurse Education Today
|June 9, 2006
PubMed
Summary
This summary is machine-generated.

Related Concept Videos

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by
Same author

Scheduling Group Care in Routine Perinatal Care: Identifying Implementation Modifications Across Belgium, Kosovo, and the UK.

Healthcare (Basel, Switzerland)·2026
Same author

Take-up of community-based perinatal mental health peer support from trained volunteers: a realist-informed study.

Journal of reproductive and infant psychology·2026
Same author

Video-Based Peer Support and Exclusive Breastfeeding and Maternal Self-Efficacy: A Randomized Clinical Trial.

JAMA network open·2026
Same author

The Economics of Group Antenatal Care: A Systematic Review and Narrative Analysis.

Maternal and child health journal·2026
Same author

Can whole-family interventions target violence and parenting in families experiencing domestic violence and abuse? A longitudinal study of the For Baby's Sake programme.

BMC psychology·2026
Same author

Current postpartum management of hypertension: A survey of obstetricians, general practitioners, and midwives in the UK.

Pregnancy hypertension·2026
Same journal

Advancing antimicrobial stewardship through the One Health Stewardship Competency Model for Nursing.

Nurse education today·2026
Same journal

Effects of extended problem-based learning interventions on undergraduate nursing education: A systematic review.

Nurse education today·2026
Same journal

Spirituality in undergraduate nursing curricula: An integrative review of students' perspectives, attitudes, and experiences.

Nurse education today·2026
Same journal

Relationship between training load and self-directed learning competence among nurses: A cross-sectional study based on mediation model and network analysis.

Nurse education today·2026
Same journal

Changes in retention intention across the student-to-nurse transition: A prospective longitudinal cohort study.

Nurse education today·2026
Same journal

Impact of task-driven blended learning on cultural intelligence and intercultural communication competence in nursing students: A quasi-experimental study.

Nurse education today·2026
See all related articles

Teachers facilitating problem-based learning (PBL) in midwifery education found it beneficial for linking theory to practice. However, they faced challenges in group facilitation and balancing independent learning with guidance.

Area of Science:

  • Health professional education
  • Midwifery education
  • Pedagogy

Background:

  • Problem-based learning (PBL) is increasingly used in health professional education.
  • Research exists on PBL effectiveness and student perspectives, but teacher perceptions are less explored.
  • This study focuses on teachers' experiences with PBL in a midwifery curriculum.

Purpose of the Study:

  • To investigate the experiences of teachers facilitating a problem-based learning curriculum in midwifery.
  • To understand the challenges and strategies employed by teachers in PBL.

Main Methods:

  • Semi-structured interviews were conducted with teachers.
  • Teachers were randomly selected from experienced and recently entered groups.
  • The study took place at Thames Valley University, which uses PBL across its curriculum.

Related Experiment Videos

Main Results:

  • Teacher roles involved questioning, encouraging peer learning, and adapting strategies to program stages.
  • Difficulties included managing diverse student groups and fostering collaboration.
  • Key challenges were developing facilitation skills and balancing guidance with independent learning.

Conclusions:

  • PBL was seen as beneficial for relating theory to practice and promoting active learning.
  • Teachers identified tensions between PBL's constructivist underpinnings and external curriculum regulations.
  • Important questions were raised regarding the practical implementation of PBL.