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Midwives' reflections on their educational programme: a traditional or problem-based learning approach?

Catherine Rowan1, Chris McCourt, Sarah Beake

  • 1Centre for Research in Midwifery and Childbirth, Thames Valley University, 32-38 Uxbridge Road, Ealing, London W54 2BS, UK. Cathy.Rowan@tvu.ac.uk

Midwifery
|May 22, 2007
PubMed
Summary
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Problem-based learning (PBL) helps midwives access information and develop critical thinking skills. However, curriculum adjustments are needed to maximize PBL

Area of Science:

  • Midwifery Education
  • Pedagogy in Health Professions

Background:

  • Problem-based learning (PBL) is increasingly integrated into health professions education.
  • Its long-term impact on midwifery practice remains underexplored.

Purpose of the Study:

  • To investigate the sustained effects of a problem-based learning (PBL) program on midwives.
  • To understand how PBL influences their professional practice years after graduation.

Main Methods:

  • A qualitative study employing interviews with midwifery graduates.
  • Participants were interviewed 5-6 years post-graduation.
  • Comparison between graduates of PBL and traditional programs.

Main Results:

  • PBL graduates reported enhanced information access and critical questioning skills.

Related Experiment Videos

  • Some experienced initial anxiety and desired more facilitator guidance.
  • Group dynamics and clinical placement quality significantly impacted learning for all students.

    • Conclusions:

    • Problem-based learning (PBL) shows potential benefits for midwifery education, particularly in developing critical skills.
    • Curriculum refinement, including enhanced student support and feedback, is recommended.
    • Further research is necessary to fully ascertain the long-term value of PBL in midwifery.