Teaching University Students About Evidence-Based Perinatal Care: Effects on Learning and Future Care Preferences

U.S. university students hold generally medicalized views on childbirth, which contrast with evidence indicating that low-intervention birth is safest for most. Therefore, intentional efforts are needed to educate childbearing populations on perinatal care evidence. Toward that aim, this study involved teaching university students in an introductory class (N = 50) about evidence-based perinatal care. Students completed a "future birth plan" and an essay on how their learning affected care preferences. Analyses revealed that students selected evidence-based care components up to 100 times more frequently than what the national data indicate they are used. Students based care selections on evidence, costs, and personal views. Their interest in physiologic birth has important implications for advancing education on perinatal care, practice, and policy.