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Analysis of midwifery teachers' approach to identifying student midwives with poor clinical reasoning skills
Delphine Ricros1, Etienne Rivière2
1Midwifery School of Bordeaux, Pellegrin Hospital, University Hospital Centre of Bordeaux, 1, place Amélie-Raba-Léon, 33000 Bordeaux Cedex, France; SimBA-S Simulation Centre, University of Bordeaux and University Hospital Centre of Bordeaux, 33 000 Bordeaux, France.
Objective:
To analyse midwifery teachers' pedagogic approaches to remediation for student midwives with poor clinical reasoning skills.
Methods:
A mixed-methods approach using a questionnaire and in-depth interviews.
Setting:
Midwifery schools in France.
Participants:
Teachers in French midwifery schools.
Measurements And Findings:
A quarter of the teachers had no training in clinical reasoning. Midwifery teachers mainly identified students' clinical reasoning difficulties during clinical supervision with a non-validated tool. All teachers detected the warning signs and the main obstacles identifying student midwives with poor clinical reasoning skills along with some identifying factors favouring those difficulties. However, the remedial strategies proposed were mainly reassessment without personalised corrective learning activities.
Key Conclusions:
The approach to identifying student midwives with poor clinical reasoning skills was incomplete and remedial strategies were stereotypical.
Implications For Practice:
Midwifery teachers should be trained to recognise their students' clinical reasoning issues to identify them early, using all types of learning activities. Remedial strategies should be implemented promptly, adapted to each student and foster the transfer of learning.