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Gestational diabetes mellitus (GDM) is associated with adverse health outcomes for the pregnant individual and their baby. Screening approaches for GDM have undergone several iterations, introducing variability in practice among healthcare providers. As such, our study aimed to explore the views of antenatal providers regarding their practices of, and counseling experiences on the topic of, GDM screening in Ontario. We conducted a qualitative, grounded theory study. The study population included antenatal providers (midwives, family physicians, and obstetricians) practicing in Hamilton, Ottawa, or Sudbury, Ontario. Semi-structured telephone interviews were conducted and transcribed verbatim. Transcripts were analyzed using inductive coding upon which codes, categories, and themes were developed to generate a theory grounded in the data. Twenty-two participants were interviewed. Using the social-ecological theory, we created a model outlining four contextual levels that shaped the experiences of GDM counseling and screening: Intrapersonal factors included beliefs, knowledge, and skills; interpersonal factors characterized the patient-provider interactions; organizational strengths and challenges shaped collaboration and health services infrastructure; and finally, guidelines and policies were identified as systemic barriers to health care access and delivery. A focus on patient-centered care was a guiding principle for all care providers and permeated all four levels of the model. Patient-centered care and close attention to barriers and facilitators across intrapersonal, interpersonal, organizational, and policy domains can minimize the impact of variations in GDM screening guidelines. Among care providers, there is a desire for additional skill development related to GDM counseling, and for national consensus on optimal screening guidelines.

The attitudes of midwifery students, who are being trained to perform the profession of midwifery in the future, toward doing scientific research are determining factors in increasing the quality of midwifery and strengthening evidence-based practices. Undergraduate education is an important stage in which basic research-related perspectives and skills are gained for health professions. This descriptive study aims to determine the anxiety and attitudes of midwifery students toward scientific research and to examine the variables that affect them. It was conducted at a public university in western Türkiye and included 246 undergraduate midwifery students. Midwifery students' anxiety toward scientific research was found to be low and their attitudes toward scientific research were positive. The attitudes of students who have experience in doing scientific research, participated in scientific congresses/symposia, have the desire to do scientific research under the guidance of a consultant and follow periodicals, were found to be more positive. Anxiety and positive attitude toward scientific research were found to be negatively related. The results of the regression analysis showed that the students' Research Anxiety affected their Attitude Toward Scientific Research. Students' experiences of conducting scientific research reduce anxiety and affect attitudes positively. Therefore, undergraduate students should be actively involved in scientific research and activities.

It is important to examine women's experiences in the infertility process, as being a woman is perceived as a concept that overlaps with motherhood, and the woman herself is exposed to physical pain during the treatment. In this research, which was carried out with a phenomenological pattern, one of the qualitative methods, the experiences of married women diagnosed with infertility regarding the infertility process were examined, and it was tried to determine the themes that would help psychological counselors in the therapeutic process. The study group consists of 10 women selected by criterion sampling using purposeful sampling methods. The results of the research were discussed under seven headings: infertility experience, stress factors, acquired skills, social support resources, the role of the spouse, coping skills, and belief in the treatment. The theme of the infertility experience includes codes of negativeness, helplessness, frustration, and compelling; the theme of stress factors includes codes of expectations, pressure, uncertainty, the passage of treatment, personal conflicts, against his spouse's liability, failure, and the search for a solution; the theme of acquired skills includes codes of coping with the challenges, obtaining medical information, hoping, common share, body recognition, gender awareness, healthy eating, the theme of social support resources includes codes of, contact, spouse, family, friend, and counselor; the theme of the role of spouse includes codes of support; the theme of coping skills includes codes of, religious beliefs, social activities, the sense of common humanity, work and psychological support; the theme of faith for treatment includes codes of hope and despair.

In Indonesian higher education institutions, English has been taught for the past few decades to fulfill the specific academic and professional needs of students. The present study investigates medical students' needs for English when studying for their medical degrees which indirectly benefits their professional environments. Through survey-based research, this study examined the communication requirements of students at the Faculty of Medicine at both the academic and professional levels. The data collected through an adapted questionnaire were gathered, examined, and statistically interpreted. Three hundred medical, midwifery, and pharmacy students responded. Their answers highlight the importance of English for students' ability to participate in and understand medical discourse and communicate formally in academic settings. Accordingly, the findings of the study should contribute to improving the course objectives and syllabus, so as a result, the study will definitely benefit the learners for whom it is designed.

Educators have recognized the importance of providing a realistic learning environment which helps learners to not only comprehend learning content, but also to link the content to practical problems. Such an environment can hence foster problem-solving skills in nursing training. However, when learners interact in a virtual environment with rich learning resources, they might encounter difficulties if there is a lack of proper guidance, clinical sense, or a well thought-out instructional design process. Hence, this work developed a maternity VR-based situated learning system (MVR-SLS) based on the experiential learning theory to support professional courses in obstetrics. A quasi-experiment was conducted to verify the impacts of this method on learners' learning achievement, OSCE (Objective Structured Clinical Examination) competency, problem solving skills, learning engagement, and teaching effectiveness. The experimental results indicate that the new method improved learners' learning achievement, OSCE competency, problem-solving ability, and recognition of learning engagement. Moreover, the learners who learned with the new method showed more active learning behaviors compared to the learners in the control group. Findings of the present study offer concrete suggestions for implementing effective virtual reality (VR)-based learning strategies for medical and nursing textbooks.

Purpose: The purpose of this study was to explore the clinical readiness of simulation-based education (SBE) in preparing nursing and midwifery students for clinical practice in sub-Saharan Africa. This study has synthesised the findings from existing research studies and provides an overview of the current state of SBE in nursing and midwifery programs in the region. Design/methodology/approach: A qualitative meta-synthesis of previous studies was conducted using the following steps: developing a review question, developing and a search strategy, extracting and meta-synthesis of the themes from the literature and meta-synthesis of themes. Five databases were searched for from existing English literature (PubMed, Cumulative Index for Nursing and Allied Health Professional Literature [CINAHL], PsycINFO, EMBASE and ScienceDirect Medline, CINAHL and Science Direct), including grey literature on the subject. Eight qualitative studies conducted in sub-Saharan Africa between 2014 and 2022 were included. Hawker et al.'s framework was used to assess quality. Findings: The following themes emerged from the literature. Theme 1: Improved skills and competencies through realism and repetition. Theme 2: Improved skills and competencies through realism and repetition. Theme 3: Improved learning through debriefing and reflection. Theme 4: Constraints of simulation as a pedagogical teaching strategy. Research limitations/implications: The qualitative meta-synthesis intended to cover articles from 2012 to 2022. Between 2012 and 2013, the authors could not identify purely qualitative studies from sub-Saharan Africa. The studies identified were either mixed methods or purely quantitative. This constitutes a study limitation. Practical implications: Findings emphasise educator training in SBE. Comprehensive multidisciplinary training, complemented by expertise and planned debriefing sessions, serves as a catalyst for fostering reflective learning. Well-equipped simulation infrastructure is essential in preparing students for their professional competencies for optimal patient outcomes. Additional research is imperative to improve the implementation of SBE in sub-Saharan Africa. Originality/value: The originality and value of SBE in nursing and midwifery programs in sub-Saharan Africa lie in its contextual relevance, adaptation to resource constraints, innovative teaching methodologies, provision of a safe learning environment, promotion of interprofessional collaboration and potential for research and evidence generation. These factors contribute to advancing nursing and midwifery education and improving healthcare outcomes in the region. This study fills this gap in the literature.

This study aimed to determine the effectiveness of two simulation types used for family planning consultation of midwifery students and to compare these methods. This study was conducted at a university in Kastamonu, Turkey, in 2020-2021. The sample of the study was 90 midwifery students. The family planning skill training and communication skills of the students were evaluated by watching the video recordings in the virtual patient simulation (VPS) and under the supervision of the instructor in the peer simulation (PS). In each instructional environment, the students' satisfactions were evaluated. Students' Knowledge scores of family planning increased after web-based training (38.3%; 67.9%) The mean scores for communication skills (VPS = 72.1; PS = 63.7) were found higher in VPS and family planning counseling skills (VPS = 66.5; PS = 77.6) were found in PS (p < 0.01). As the education environments were getting more like the reality, the students' not to used communication skills effectively and stress levels were found higher. VSP and PS are thought to be effective development of students' competency. The use of different simulation types can be integrated into midwifery education and contribute to the development of students' knowledge, skills, and communication levels.

Purpose: The purpose of this paper is to demonstrate the perils and opportunities that digital literacy presents to students through online education schemes. The challenge for university departments regarding digital literacy is twofold: first, to apply digital methods in order to engage students; and second, to form an equity-based pedagogical programme. The shift towards online university education took place abruptly in most Greek state universities from 2020 onwards, due to the COVID-19 restrictive measures, when conventional universities had to adapt to the need for online educational schemes for >2 years. Design/methodology/approach: A survey was conducted among 135 undergraduate students from the University of Western Macedonia in the Department of Obstetrics. Students were asked to complete a structured anonymous questionnaire. Reliability and descriptive statistics were used to interpret the questionnaire response. Findings: First, students are deeply concerned about their functional IT skills, which creates a feeling of uncertainty, during the presentation of their assignments. Second, in spite of the obstacle regarding their functional capabilities, online environments seem to have a positive effect on students in the creation of an inclusive online education environment. Third, they feel free to form their digital identity and promote their individual differences and learning needs.

The impact of technology on educational domains has been a subject of research for many years. Therefore, understanding how students perceive and utilize technologies for educational purposes is crucial. Especially in a critical subject like anatomy education, it is essential to employ various models to determine students' technology acceptance and usage levels. One of these models is the unified theory of acceptance and use of technology-2 (UTAUT2). In this study, the acceptance and usage levels of metaverse technology by students in the context of anatomy education in the metaverse environment have been investigated within the framework of the UTAUT2 model. The study was conducted with students from the Department of Midwifery at the Faculty of Health Sciences during the fall semester of the 2022-2023 academic year. After 6 weeks of anatomy education in the metaverse environment, the student's acceptance and usage levels of metaverse technology were assessed using the UTAUT2 scale. The collected data were analyzed using the partial least squares structural equation modeling method. The research has revealed the technology acceptance and usage levels of students who utilized metaverse technology in anatomy education. According to the obtained results, it has been observed that social influence affects behavioral intention, facilitating conditions influence behavioral intention, and habit variable affects behavioral intention, while habit, in turn, influences usage. Other variables explain behavioral intention with a proportion of 75.30%, whereas other variables explain usage behavior with 54.90%. Upon analyzing the responses to the UTAUT2 scale, it has been concluded that there is the highest level of participation in hedonic motivation. In contrast, the habit variable has the lowest participation level. The findings of this study have enabled the identification of the impacts of metaverse technologies on anatomy and health education. These results will likely contribute to improving the utilization of metaverse technologies in anatomy and health education.

Purpose: This paper aims to generate knowledge about relevant evaluation topics that align with and represent the unique character of the midwifery programme for students living in the rural and remote areas of Scotland. Design/methodology/approach: The first two central concepts of Practical Participatory Evaluation (P-PE) framed the research design: (1) the data production process; and (2) the knowledge co-construction process. The data were collected using a semi-structured approach via online discussions, dialogues and email-based consultation among programme stakeholders. A structural analysis was performed: the units of meaning (what was said) were extracted, listed and quantified in units of significance (what the texts were talking about), from which the key topics for evaluation emerged. Findings: A community of 36 stakeholders engaged in the discussions, dialogues and consultations. The stakeholders identified 58 units of significance. Fifteen subthemes were constructed in five main themes: student profile, student well-being, E-pedagogy, student journey/transition from being a nurse to becoming a midwife and learning in (an online) geographically remote and isolated area. The themes, or topics of evaluation, are dynamic functions and underlying mechanisms of the commonly used evaluation measures student progress and student evaluation. Research limitations/implications: This P-PE is a single-site study, focusing on a unique programme consisting of a specific group of students living and studying a specific geographic area, affecting the transferability of the findings. Originality/value: In collaboration with stakeholders, parameters to evaluate the uniqueness of the programme in addition to higher education institution routinely collected data on student progress and satisfaction were systematically identified. The themes highlight that if student progress and satisfaction were the only evaluation parameters, knowledge and understanding of the contributing factors to (un)successfulness of this unique online midwifery programme could be missed.

The objective of this study was to analyse nursing students' motivation to choose the midwifery career. This is a cross-sectional study with a qualitatively driven mixed-methods approach. The settings are three higher education institutions located in Portugal. The study was conducted between September 2019 and November 2021, with the participation of 74 midwifery master's students, through convenience sampling. The data were collected through the LimeSurvey software and were subsequently analysed in the SPSS and IRaMuTeQ software programs. The emerging thematic areas were as follows: (1) building a professional identity and (2) knowledge construction. From these two thematic areas, six classes emerged that revealed commitment to the profession. It is in Class 6 that the ancestral essence of the profession lies, revealing the meanings of competence and care perpetuation linked to gender. Midwifery is a first-line profession, and the career choice reflects a commitment to support the mother/newborn dyad in view of the inevitability of human care for the preservation of the species. Midwives with a Socratic inspiration are the model for the profession. Given the development of professional identity, it can be interesting to have an educational curriculum where human values are reinforced. A woman-centred birth environment and birth territory are elementary for midwifery education.

This study was conducted to examine experiences and attitudes of midwifery student tutors during scheduled class time. Sixty-one students from 2016 to 2019, who passed the gynecology and infertility course, participated in this study as student tutors and tutees. Students' experiences were investigated with a five-point Likert-type rating scale questionnaire including 17 items in six domains. The average score, frequency, and percentage of positive and negative attitude were calculated in each domain. All participants were female with an average age of 26.3 years. Average student experiences were favorable, and their attitudes towards peer teaching were overwhelmingly positive in all domains. Class-time peer tutoring programs where students change their roles as teacher and student may be regarded as an alternative to traditional peer tutoring programs.

Contemporary design education seeks to prepare students for the workplace through studiobased learning that replicates real world practice. Design problems in the workplace have become increasingly complex and one example of this is within the area of design for healthcare, which requires multidisciplinary collaboration between various stakeholders to build knowledge in order to create new products, services systems and spaces. The complexity of these roles creates challenges for design educators in preparing students for the workplace. This paper presents a hybrid approach to address this challenge by presenting a real-world approach to design education. This entails a bottom-up approach to facilitate design research in a clinical setting to gather rich insights and needs of the clinical setting along with a top-down industry collaboration with sponsored briefs to guide students through the requirements of developing solutions in a heavily regulated field. The paper outlines examples of this process and how it was achieved in a blended model that was predominantly online in response to the changed environment caused by the COVID-19 pandemic. The advantages of this model are threefold, students gain deep knowledge and skills through collaborating with a variety of stakeholders within health care, they gain the opportunity to validate their designs through testing and feedback with these partners and lastly students develop the connections to create opportunities for further partnerships and employment.

The study assessed internal quality assurance (QA) systems in health training institutions in the Upper West Region. The study adopted the cross-section analytical design with a sample size of 272 (67 health tutors and 205 final year nursing students) using systematic and purposive sampling techniques. Data for the study were collected with a questionnaire and analyzed using SPSS and Stata. The study revealed that the majority (5 of 7) of nursing and midwifery colleges (NMTCs) in the Upper West Region have no quality assurance policy available, 65.7% of tutors indicated their institutions had quality assurance units/committees however these committees are inactive the total level of QA practices/implementation rate was low among colleges in the region. The study also revealed a lack of participatory governance and the existence of a poor communication system between staff and heads. The study contended that there is a need for heads (principals) of NMTCs in the Upper West region in Ghana should ensure the formation and functioning of QA units in their various institutions. These units should be empowered and allowed by heads to function as per recommendations by the regulatory bodies to support and to ensure quality training of nurses and midwives.

The South African Schools Act 84 of 1996 forbids discrimination against learners based on pregnancy, while the 2007 guideline document, "Measures for Prevention and Management of Learner Pregnancy," stipulates teachers' role in preventing and managing learner pregnancy. Teachers are, therefore, responsible for pregnant learners in the school environment. In the study, which was conducted in primary and secondary schools in Bapong, we aimed to explore and describe the perceptions of teachers regarding pregnancy of school learners. A qualitative exploratory and descriptive approach with purposive sampling was used. In-depth interviews were used for data collection and content analysis was done through Tesch's approach using open coding. The findings suggest that, despite being against learner pregnancy, teachers are more concerned with the educational success of pregnant learners. They view learner pregnancy as a threat to teachers, other learners and the school environment because they are not trained to deal with pregnancy-related problems. The findings also indicate that the Departments of Health and Education should collaborate in order to initiate a partnership between teachers, school health nurses, and midwives regarding learner pregnancy in schools.

Background: Patient navigation programs have shown promise for improving health but are not widely used in obstetric care. Our objective was to understand obstetric provider perspectives on how to implement patient navigation to optimize care during the postpartum period for low-income patients. Method: Focus groups were conducted with obstetric physicians, nurses, and social workers who care for low-income pregnant and postpartum patients in an academic medical center. Semistructured interview guides were developed to elicit conversations about the potential value of patient navigators, recommendations for navigator training, and how navigators could be most effective in improving postpartum care. Analysis of themes was based on the constant comparative method. Results: Twenty-six obstetric providers (six focus groups) discussed elements for a successful obstetric navigation program. Successful implementation themes included selecting navigators with appropriate interpersonal attributes, arranging navigator training, and identifying the most valuable services navigators could render. Desirable navigator attributes included persistence in patient advocacy, consistency, relatability, and a supportive manner. Training recommendations included learning the health care system, identifying where to obtain health system and community resources, and learning how be effective health educators. Suggested services were broad, ranging from traditional care coordination to specific educational and resource-driven tasks. Conclusions: Obstetric providers perceive patient navigation to be a potentially beneficial resource to support low-income patients and offered recommendations for navigation implementation. These included suggestions for patient-centered navigators, with specific training and services focused on promoting care continuity and coordination.

This study explores the effect of rapidly transitioning an in-person pre-licensure nursing specialty course to remote instruction during the COVID-19 pandemic. The redesign included the following learning technologies: live and recorded whiteboard lectures with Socratic-style questioning, electronic audience response systems, remote simulations, and virtual unfolding case studies to replace didactic and clinical learning experiences. Quantitative results indicate that learning quality was sustained, with no significant difference in students' course performance or satisfaction. These specific technologies can be used in any discipline-specific course during emergency remote instruction to promote essential student-to-student and faculty-to-student interactivity.

Students' understanding of genetics and its associated mechanisms can be a difficult task. Though there are several instructional approaches to enhance the teaching and learning of genetics among medical, nursing, midwifery, and other allied health students in Ghana, little is known about the use of concept mapping as a teaching strategy. This study aimed to investigate the effect of using concept maps to enhance the teaching and learning of genetics among midwifery students in Ghana. We conducted an experimental study using the pre-test/post-test control group design. Fifty-one (51) midwifery students (females) in Ghana were voluntarily recruited and randomly assigned into either experimental or control groups using a 'balloting method.' In the pretest phase, the groups were first administered a Genetics Achievement Test (GAT) to measure their understanding of basic genetic concepts. The experimental and control groups received two (2)-weeks of lessons in genetics using concept mapping and lecture methods respectively during the intervention phase. Following the intervention phase, a posttest (GAT) was administered a week after the intervention to determine whether concept-mapping as a teaching strategy significantly improved the learning and achievement of students. Data analysis was conducted using JASP software (Version 0.14.1). Results showed that there was no significant difference in GAT scores between the groups during the pretest phase, (t = 0.763, df = 45, ? = 0.194, d = 0.214). However, the experiment group performed better in the GAT than the control group, (t = 9.402, df = 45, ? < 0.001, d = 2.634). In conclusion, the concept mapping teaching strategy is recommended as a useful approach for the teaching and learning of genetics. Teachers can blend this method with the traditional lecture approach to improve learning outcomes among nursing students.

Citation is an essential part of academic writing and allows writers to make strong arguments, review previous research, and express their opinions. This study investigates reporting verbs as a part of citation practice in the research articles published in Iranian and international journals (with different linguacultural backgrounds) in humanities and medical sciences from 2015-2019. In this cross-disciplinary study, 60 research articles (RAs) from Applied Linguistic (AL) and Nursing and Midwifery (NM) as part of humanities and medical sciences respectively were selected and classified based on Hyland's (2002) frameworks. The results demonstrated that the Iranian journal articles utilised more reporting verbs (RVs) than the international journal articles whereas, the international articles used RVs with a wide variety. Although the types of verbs were different, the research verbs had a clear preference in the corpus. The finding suggests some pedagogical implications for novice scholars and EFL (English as a Foreign Language) students to become familiar with differences in using RVs and select the correct choice of reporting verbs in the field of humanities and medical sciences.

In Obstetrics and Gynecologic operating room emergencies, the surgeon cannot both operate and lead a suddenly expanded and redirected team response. However, one of the most often used approaches to interprofessional continuing education designed to improve teams' ability to respond to unanticipated critical events still emphasizes surgeon leadership. We developed Explicit Anesthesia and Nurse Distributed (EXPAND) Leadership to imagine a workflow that might better distribute emergency leadership task responsibilities and practices. The purpose of this exploratory study was to investigate teams' responses to distributing leadership during an interprofessional continuing education simulated obstetrical emergency. We used interpretive descriptive design in a secondary analysis of teams' post-simulation reflective debriefings. One-hundred sixty providers participated, including OB-Gyn surgeons, anesthesiologists, CRNAs, scrub technicians, and nurses. Using reflective thematic analysis, we identified three core themes: (1) The surgeon is focused on the surgical field, (2) Explicit leadership initiates a nurse transition from follower to leader in a hierarchical environment, and (3) Explicit distributed leadership enhances teamwork and taskwork. Continuing education which uses distributed leadership to improve teams' ability to respond to an obstetric emergency is perceived to enhance team members' response to the critical event. The potential for nurses' career growth and professional transformation was an unexpected finding associated with this continuing education which used distributed leadership. Our findings suggest that healthcare educators should consider ways in which distributed leadership may improve teams' response to critical events in the operating room.

Background: Rapid advances in prenatal genetic testing highlight the need for technology-based tools to assist in informed decision-making. Purpose: This study evaluates the feasibility, acceptability, and efficacy of a Computer-Aided Genetics Education Module (CAGEM) as an e-counseling tool and decision aid in a busy obstetric clinic among a socially disadvantaged patient population. Methods: A randomized controlled trial with patients randomized (1:1) to receive the intervention in addition to standard of care or standard of care only. Participants responded to pre- and posttest questionnaires. Results: Although limited in recruitment by the COVID-19 pandemic, this tool scored 81.0% acceptability and 91.0% feasibility among 88 participants. No statistically significant difference was detected between the overall improvement in knowledge scores and the total posttest knowledge scores among the intervention and control groups. However, the intervention group scored significantly higher on the posttest questions regarding NIPT interpretation (61.7 ± 49.1 vs 80.9 ± 39.8, p = 0.049), Down syndrome (78.7 ± 41.4 vs 93.6 ± 24.7, p = 0.016), and inheritance of recessive conditions (59.6 ± 49.6 vs 91.4 ± 28.2, p < 0.001). The intervention group also showed a greater improvement in knowledge scores for inheritance of recessive conditions (31.9 ± 8.1 vs 0 ± 7.8, p = 0.006) and a protective effect in knowledge scores for Down syndrome (0 ± 6.1 vs -17.1 ± 6.0, p = 0.049). Discussion: CAGEM may be a feasible and acceptable e-counseling tool and decision aid, especially when compared to standard of care prenatal counseling. Although overall knowledge did not show significant improvement, CAGEM showed promise in enhancing knowledge acquisition for certain genetic education topics, showing that technology-based tools may be beneficial in informed consent. Future iterations may be revised to improve clarity, especially around invasive testing methods, race congruency, and insurance coverage. Translation to Health Education Practice: This study's method creates a model for Health Educators to design and evaluate technology-based tools for improving informed decision-making around prenatal genetic testing. Tools like CAGEM may be utilized to improve patient education prior to prenatal appointments and thus serve as an adjunct to provider counseling. Specifically, CAGEM addresses multiple NCHEC Responsibilities and Competencies including #1.1.2, 1.3.2, 1.3.4, 4.2.9, and 6.4.3. Translation to Health Education Practice

Clerkships are defining experiences for medical students in which students integrate basic science knowledge with clinical information as they gain experience in diagnosing and treating patients in a variety of clinical settings. Among the basic sciences, there is broad agreement that anatomy is foundational for medical practice. Unfortunately, there are longstanding concerns that student knowledge of anatomy is below the expectations of clerkship directors and clinical faculty. Most allopathic medical schools require eight "core" clerkships: internal medicine (IM), pediatrics (PD), general surgery (GS), obstetrics and gynecology (OB), psychiatry (PS), family medicine (FM), neurology (NU), and emergency medicine (EM). A targeted needs assessment was conducted to determine the anatomy considered important for each core clerkship based on the perspective of clinicians teaching in those clerkships. A total of 525 clinical faculty were surveyed at 24 United States allopathic medical schools. Participants rated 97 anatomical structure groups across all body regions on a 1-4 Likert-type scale (1 = not important, 4 = essential). Non-parametric ANOVAs determined if differences existed between clerkships. Combining all responses, 91% of anatomical structure groups were classified as "essential" or "more important." Clinicians in FM, EM, and GS rated anatomical structures in most body regions significantly higher than at least one other clerkship (p = 0.006). This study provides an evidence-base of anatomy content that should be considered important for each core clerkship and may assist in the development and/or revision of preclinical curricula to support the clinical training of medical students.

Detailed knowledge of female pelvic floor anatomy is essential for midwifery and other professionals in obstetrics. Physical models have shown great potential for teaching anatomy and enhancing surgical skills. In this article, we introduce an innovative physical anatomy model called "Pelvic+" to teach anatomical relationships in the female pelvis. The Pelvic+ model's value was compared to a traditional lecture in 61 first-year midwifery students randomly allocated to either the Pelvic+ (n = 30) or a control group (n = 32). The primary outcome measure was a quiz comprised of 15 multiple choice questions on pelvic anatomy. Participants were assessed at baseline (Pre-Test), upon completion of the intervention (Post-Test1) and 4 months afterward (Post-Test2). Satisfaction with the approach was assessed at Post-Test1. Increase in knowledge was greater and the approach more accepted among resident midwives when Pelvic+ was used instead of standard lectures. Four months after the intervention, the improvement in knowledge was preserved in the Pelvic+ group. This randomized study demonstrates that the Pelvic+ simulator is more effective than classical learning for pelvic anatomy education, and offers a higher level of satisfaction among students during the educational process. Medical students training in obstetrics and gynecology, or any professional who specializes in the female pelvic floor might also benefit from incorporation of the Pelvic+ model into their training program.

Mastering clinical practice is one of the hardest tasks of nursing school. It is necessary to combine professional theoretical courses with clinical nursing practice in order to qualify competent and qualified nurses. The connection between the theoretical training and clinical nursing practice, however, has not been the subject of any research. Therefore, the aim of this study was to ascertain the connection between obstetrics and gynecology theoretical courses and obstetrics and gynecology clinical practice. To assess theoretical and Clinical Practice Correlations of Comprehensive nursing students' performance in an Obstetrics and Gynecology Nursing Course at Woldia University, Ethiopia. A retrospective cross-sectional study employing a quantitative data collection method was carried out. The data was obtained using a data extraction checklist between September 01/2022 and September 20/2022. A total of 252 people were involved in the study, including 136 regular nursing students, 93 summer nursing students, and 23 post-basic students. Data was gathered by three nursing department academic staff members. EPI data was used to enter the obtained data, which was then exported to SPSS version 22 for analysis. Bivariate and multivariable analyses were performed, and the Spearman's rho correlation (rs) and coefficient of determination (coef) were declared significant at a p-value of 0.05 and a 95% confidence interval (CI). A total of 252 study participants comprised 174 (69.1%) male and 74 (30.9%) female nursing students included in the current study. Clinical success in obstetrics and gynecology was strongly and favorably correlated with academic success in obstetrics and gynecology theoretical courses (rs = 0.7-0.89), p < 0.05. Moreover, linear regression results revealed 37.45% to coefficient determination for regular students, 38.2% to 47.3% for summer nursing students and 18.1% to 33% post-basic nursing students. To sum up, a significant positive association existed between students' achievements in theoretical and clinical practice of obstetrics and gynecology nursing courses. Improving students' academic performance in obstetrics and gynecology can also enhance their performance in clinical obstetrics and gynecology. However, the variance in performance in obstetrics and gynecology clinical practice was explained by academic achievement in obstetrics and gynecology theoretical courses by 22.35%.

Cases of human immunodeficiency virus/acquired immune deficiency syndrome (HIV/AIDS) in middle and low income countries were very many. One of the biggest obstacles in the prevention of HIV/AIDS is the high stigma people with HIV/AIDS (PLWHA). There are still 34% of health students stigmatizing PLWHA. Appropriate learning media is needed to provide information about HIV/AIDS to midwifery students. The purpose was to determine the effect videos and pocket books on the knowledge, attitudes towards stigma of PLWHA. This research was a quantitative study with quasi-experimental non equivalent control group design. The intervention group was given information using video, the control group was given a pocket book. There were 100 respondents participated in this study. Data analysis using t-test and simple linear regression. There is a relationship between the provision of videos and pocket books on the post test knowledge with p=0.002. There is an influence of giving video to attitude with p=0.022 OR 2.731. There was a relationship between the provision of videos and pocket books on the knowledge and attitudes of respondents. There was no relationship between the source of video information on the adequacy of material about HIV AIDS and the experience of meeting PLWHA with the level of knowledge and attitude of respondents.

Effective learning-teaching process is ensured when students interact and actively participate in the learning process. Though most instructors stressed the value of active participation in classrooms of universities and colleges, achieving success in eliciting it appears more difficult. There is high tendency of instructors in higher institutions to cover the tasks and responsibilities of their students. The main aim of this study was to assess the knowledge of and to identify strategies for improving active participation in classroom among nursing and midwifery students. Institution based cross-sectional survey was conducted in Jimma University on randomly selected 126 students (81 nursing and 45 midwifery). The collected data were coded, checked and cleaned and entered into SPSS version 23 for analysis. Simple descriptive statistics was used to see the frequency distribution whereas cross-tabulation and Pearson Chi-square test were used to see the association between variables. Majority, 106 (84.1%) of the students had good knowledge about the benefits of active participation in classroom and they suggested strategies to be used by regular classroom teachers to improve students' participation. Students' academic year has shown statistically significant association with their knowledge about active participation. The authors of this study strongly recommend instructors to use active learning methods and department heads need to follow teaching methods implemented by their respective faculty.

The aim of this research is to determine the lifelong learning competence of undergraduate first year and final year midwifery-nursing students. A quantitative research methodology was employed. The population of the study consists of a total of 375 students attending of department of midwifery (n=106) and nursing department (n= 269) in 2017-2018 academic year. Lifelong Learning Competence Scale developed was used for data collection. In the data analysis, descriptive statistics were applied. Results indicated that the midwifery and nursing students' lifelong learning competence scale and scale sub-dimensions scores are high level. As a result of the Mann Whitney U test, it was put forward that there was statistically significant differences in level of decision-making competencies based on department variable (Mdn= 3.59, U=1694.5, P <0.05). As a results of Mann Whitney U test, which was made to compare the self-management subscale scores of 1st and final year students, there was a statistically significant difference in self-management competencies subscale of students according to grade level (Mdn= 3.85, U= 2567, <0.05).

Despite the high level of investment on e-learning programs in Uganda, there is a low adoption of this new pedagogy in midwifery schools. This trend is likely to frustrate government's efforts to improve the skill mix, competencies and numbers of midwives. This research sought to establish whether school financing role was essential to e-learning adoption, and the salient traits of school financing role to be focused on by midwifery schools. An explanatory sequential mixed methods design was employed, ten midwifery schools were sampled with 167 respondents. A moderate positive relationship between school financing role and e-learning adoption (r = 0.402, p = 0.000, n = 167), was ascertained and school financing role accounted for 15.7% of the variance in e-learning adoption. The salient traits were; diversified sources of funds, deliberate efforts to expand sources of funds, coordination mechanisms for the sources of funds, affordable school fees structure, and a convenient fees payment system. Midwifery schools ought to implement these traits if they are to improve e-learning adoption.

The purpose of this study is to demonstrate the most delicate parts of eLearning material development process and tools from the Instructional Design (ID) perspective. In this context, the birth lesson eLearning material modules have been progressed in accordance with the design-based research approach. The selected two modules have been completed by the project team--3 instructional designer, 1 subject expert, 1 education technologist and 2 subject matter consultants--in 8 months. The ID process has been started with the education need analysis in order to determine the learners' needs, learning outcomes and other expectations. The explanatory storyboard has to be offered to the educational technologists and the learning theories has to be determined by the designer. After the several revised, the themes and modules have been developed via several eLearning material development tools. The ID process consists several work packages for the team. Correspondingly, eLearning development is of toilsome process that has been included in planning, storyboard, communication between instructional designers and subject experts, and time. Also, it has to be designed with an expert team, learning theories and other scientific methods.

Despite ongoing insecurity, Afghanistan has demonstrated improvement in health outcomes. Reasons for this success include a strategic public-private health service delivery model and investment in Afghan health care workforce development. Afghan universities have the primary responsibility for ensuring that an adequate health care workforce is available to private and public health care delivery settings. Most entry-level health care providers working in Afghanistan are educated within the country. However, university constraints, including faculty shortages and limited access to professional development, have affected both the flow of the health care workforce pipeline and the skill levels and competencies of those who do enter the workforce. Aware of these constraints and workforce needs, the administration at Kabul University of Medical Sciences (KUMS), working in collaboration with the Ministry of Higher Education, prioritized investment in strengthening technical and academic capabilities within four faculties (anesthesiology, dentistry, medical laboratory technology, and midwifery). KUMS partnered with the University of Minnesota in 2017 with United States Agency for International Development support through the University Support and Workforce Development Program. Together they established a unique training-of-trainers (TOT) faculty development program to improve faculty knowledge and skills specific to their technical expertise, as well as knowledge and skills in instructional design and research methods. In this article, we describe the successes and challenges associated with partnership development, implementation, and sustainability.

Despite the widespread acknowledgement of the importance of academic reading, much research tends to focus on academic writing. The role of academic writing in the development of academic and professional identities is generally accepted. In contrast, the role of academic reading has been less visible in the literature, and when discussed, it tends to be conceptualised as a generic skill. In this paper, we explore the role of reading in emergent academic identities in undergraduates. We reflect on research with our own Nursing and Midwifery students that highlighted the role of reading in the development of 'writing capital.' Drawing on this and wider evidence we explore how, through academic reading, students begin to recognise, and then participate in the scholarly conversations that construct knowledge within disciplines. We argue that academic reading, like academic writing, is a complex ongoing process that involves multiple transitions, rather than a skill that can, and should, be mastered early on. We contend that educators need to consider how and where academic reading is addressed within academic programmes. Moreover, we suggest ways to make room for it within our curricula and engage students in conversations about the nature of scholarship within their disciplines.

E-learning pedagogy is used in many health training institutions in Uganda, However, despite the high investment, e-learning adoption is still low. This study aimed at ascertaining the relevance of on-line quality management in improve e-learning adoption in midwifery schools in Uganda. It used an explanatory sequential mixed methods design to ascertain if online quality management was significant at improving e-learning adoption and the on-line quality traits which would be implemented by midwifery schools to improve e-learning adoption. Data collection was conducted in two phases, the first entailed quantitative data collection and analysis to determine if on-line quality management was significant to e-learning adoption. The second embraced a qualitative data collection and analysis to ascertain the detailed traits of on-line quality management relevant to e-learning adoption. Linear regression analysis established on-line quality management had influence on e-learning adoption (p=0.000). On-line quality management accounted for 55.5% of the variance in e-learning adoption with a strong positive statistically significant relationship, and its salient traits included; Compact Disc, Read-Only-Memory materials meets the expectation of users, collaborative improvement of on-line quality, Learning Management System meets expectations of users, providing the best on-line experience, e-learning program being described as an excellent on-line learning experience, and guidelines for improving on-line quality. Midwifery schools therefore have to focus on the six most relevant traits of on-line quality management if they are to improve e-learning adoption.

This study was conducted to compare teaching gynecology and infertility courses with both lecture and peer methods. In 2018, a quasi-experimental study was designed at the midwifery department of a state university in Iran. A total of 32 midwifery students were participated in the study. During the first eight sessions, 50% of the course content was taught in the form of same-level peer-teaching. The last eight sessions of the course were taught by lecture. At the end of each session, students were given a post-test, also midterm and final exam. At the end of exams, each student was asked to complete a questionnaire assessing students' perception about teaching methods. The average mid- term exam score for peer-teaching (34.5 ± 5.5) was significantly (p<0.01) higher than the lecture method (30.4 ± 5.8), as well as average final exam score (7.2 ± 1.5 vs. 5.8 ± 1.6). The average overall student perception score for the peer-teaching method was significantly (p<0.01) higher than the corresponding score for the lecture method (86.8 ± 11.5 vs. 74.1 ± 12.4). Using the peer education as a complementary method in teaching theoretical courses along with the traditional lecture method seems to be appropriate.

This article concerns knowledge negotiations as an aspect of interactional power in three-way interaction between Arabic-speaking women, Swedish-speaking midwives and interpreters in Swedish antenatal care. The notion of epistemic stance is used to investigate how all three participants negotiate knowledge, and how this affects the ongoing consultation. The data consist of audio recordings of 33 consultations, involving five midwives. Using an interaction analytical approach, the study focuses on sequences where the pregnant woman makes her voice heard, possibly challenging the midwife or the Swedish antenatal care programme. Three different ways in which the epistemic stances of the participants unfold interactionally are analysed: (1) the midwife and the pregnant woman mutually adjusting their knowledge claims; (2) the pregnant woman unsuccessfully attempting to claim knowledge; and (3) participants jointly asserting the midwife's knowledge. Importantly, all three participants wield their interactional power through various ways of negotiating knowledge, which contrasts with the idea of the interpreter as fully neutral and detached. The knowledge claims of the pregnant women and the midwives in the data are also shown to be highly dependent on the interpreters' competence and performance.

The perineal body is located where four muscles (the superficial anal sphincter, the bulbospongiosus and both superficial transverse perineal muscles) have a common insertion at a nondescript point between the vagina or penile bulb and the anus. Health professions students have difficulty identifying its location and do not have a full appreciation of its function. Clinically, it provides support for the pelvic organs, especially in women. To help clarify the function of the perineal body, a demonstration can be performed which uses three student volunteers and a faculty member. By using one of their hands to represent the perineal muscles, a "perineal body" can be formed. As each person pulls in their respective direction, tension on the "perineal body" is formed; illustrating the concept that the perineal body provides pelvic organ support. During the demonstration, the faculty member discusses the clinical importance of the perineal body. The whole high yield demonstration takes less than two minutes to complete.

Maternal mortality remains a major challenge to health system worldwide. This problem requires the attention of health practitioners and health professional educators including midwives. Effective clinical decision making is among the most important skills required by healthcare practitioners in the intra-profession and interprofessional context. This study aims to explore the midwifery student's clinical decision-making ability and attitude toward interprofessional learning. This study used quantitative design with cross-sectional approach. Subjects of research were 50 midwifery students. The instruments were The Readiness for Interprofessional Learning Scale (RIPLS) questionnaire; and an assessment rubric of the obstetric case study. Most of the students are not ready to collaborate with other health professions (68%), and have low and moderate clinical decision-making abilities (98%). There is a significant positive correlation (p <0.05) between student readiness for inter-professional collaboration with clinical decision-making ability. This study emphasizes that the ability of a midwife in clinical decision making, especially in emergency cases, is related to their readiness or experience in collaborating with other health professionals.

As an international lingua franca, English plays an important role for students of health for both academic and career success; however, it is often neglected in its planning and implementation. The present study aims at redesigning the teaching of English for midwifery students using an ESP approach by analyzing present situations (PSA), target situations (TSA), and learning situations (LSA) as the basis for designing English programs. The research was conducted at Midwifery Department, Polytechnic of Health (Politeknik Kesehatan henceforth POLTEKES) Mataram, Indonesia involving students, English lecturers, subject specialists, and management. Data were collected using triangulation techniques -- ECSCS Test, questionnaires, interviews, Focus Group Discussion (FGD), and documentation -- and were analyzed qualitatively and quantitatively based on the characteristics of data. The research found that (i) the students' level of English was still low (84.6% in Basic); (ii) the target needs (necessities) are to be able to communicate both spoken and written in carrying out the duties in workplaces and professional development; (iii) from those results mentioned above, there were conflicts among aspects of needs in designing courses, that is, the high target does not correspond to entry behavior, the number of credits allocated, and facilities. Considering the results of NA, it is suggested that the English programs can be designed using Necessities (TSA)-based Approach, PSA-based Approach, or Mixed Approach with its own advantages and disadvantages.

Top-quality maternal health care requires midwifery and medical students to work together in multidisciplinary interprofessional education (IPE). Achieving IPE learning competencies requires interprofessional assessment methods; one such is portfolio. Study on portfolio as interprofessional assessment is limited. To evaluate interprofessional core competencies illustrated by IPE portfolios. A qualitative design using content analysis to evaluate portfolios of midwifery and medical students attending three weeks' interprofessional learning in an Indonesian university. Sixty portfolios were analyzed for four IPE core competencies. Fifteen open-ended questionnaires were collected to confirm the data and further explore issues. Four interprofessional core competencies were illustrated in portfolios. While only three portfolios contained objective evidence of learning, over two-thirds of students could plan appropriate, concrete work based on interprofessional learning. The results indicate that the portfolio assesses interprofessional learning with student reflections that illustrate the achievement of four IPE core competencies. The validity of this competency achievement is also supported and confirmed by the evidence of learning and subsequent learning plans. Furthermore, portfolios also can encourage the students to prepare a concrete and appropriate work plan or study plan for students' interprofessional learning.

This paper seeks to deconstruct the place of midwives as professionals using the novel interdisciplinary lens of the Place Model--an innovative analytical device which originated in education and has been previously applied to both teachers and teacher educators. The Place Model allows us to map the metaphorical professional landscape of the midwife and to consider how and where midwives are located in the combined context of two senses of place: in the sociological sense of public esteem and also the humanistic geography tradition of place as a cumulative process of professional learning. A range of exemplars will bring this map to life uncovering both the dystopias and potentially utopian places in which midwives find their various professional places in the world. The Model can be used to help student midwives to consider and take charge of their learning and status trajectories within the profession.

Higher-level learning goals can be achieved almost only through teaching methods which actively involve students in their learning. This study aimed to compare the effects of traditional teaching and flipped classroom methods on midwifery students' practical learning. This embedded mixed method study was conducted on 34 first-year midwifery students in 2017-2018 academic year in Babol city (one of the largest cities in northern Iran). The contents of the four sessions of a course called the principles and techniques of midwifery were prepared for both flipped classroom and traditional teaching methods and provided to students using the crossover design. All students were selected by census and randomly divided into two groups. The students' attitudes towards both teaching methods were assessed at the beginning and also the end of the study intervention, while their satisfaction, knowledge and practice were assessed one month after intervention. In the second phase (qualitative study), the student's perspective about the weaknesses and the strengths of the both teaching methods were explored using the open-ended questions. Quantitative data were analyzed using SPSS and qualitative data with conventional content analysis. Flipped classroom method was significantly more effective than traditional teaching in improving midwifery students' knowledge and practice. They also had significantly better attitude and more satisfaction with it (P < 0.05). The strengths of flipped classroom were promotion of learning, consolidation of learning, unlimited opportunity for learning, and interactive learning. This study suggests that flipped classroom method promotes practical learning and leads to positive learning among the midwifery students.

Student accoucheurs were perceived to be uncomfortable conducting intimate clinical procedures, hence the struggle to attain the required clinical learning experiences when allocated in maternity wards. A qualitative explorative, descriptive, and contextual design was used. Five focus group discussions of midwives were purposively sampled. Data was collected through focus group discussion using a semi-structured interview guide. Data was collected until data saturation was reached. Data were analysed through Tesch's open coding method. Trustworthiness was achieved through credibility, transferability, and confirmability. Ethical principles were adhered to and included were informed consent, beneficence, right to self-determination, confidentiality, and anonymity. The findings revealed two themes: the perceptions of the competence of student accoucheurs during clinical practice and the strengthening of clinical accompaniment. For improving the practice and competence of student accoucheurs, maternal directorate should consider recruiting, appointing, and placing or promoting existing accoucheur managers to manage maternity units to improve gender equity and role modelling for student accoucheurs in midwifery discipline. The willing and passionate must form part of the staff establishment in the maternity care units in order to familiarise women with nursing care rendered by student accoucheurs. The training institutions should incorporate cultural diversity in teaching student accoucheurs in midwifery care to ensure that they are equipped with knowledge to render maternal health to women of different cultures

The study was aimed to explore the values of maternal-fetal attachment (MFA) at different stages of pregnancy using Maternal Antenatal Attachment Scale (MAAS) with the construction of reference percentile curves and to examine possible associations between the measures of MFA and major demographic and obstetric characteristics. The study covered 530 pregnant women aged 18 through 50 years, gestational age 4 through 41 weeks. Reference percentile curves were constructed. No associations were found between gestational age and the values of the MAAS subscales. Primigravida had higher intensity and MAAS total scores; women having previous abortions had lower intensity and MAAS total scores; primipara had higher intensity score, and women with intended pregnancy had higher values on the quality, intensity and MAAS total scores. Early evaluation of MFA is appropriate for most pregnant women and may be useful indicator for early clinical and psychological intervention.

Interprofessional education (IPE) prepares healthcare students for collaboration in their future careers. The purpose of this study was to determine which aspects of the IPE Program in Anatomy at McMaster University contributed to the development of healthcare student's interprofessional skills. Q-methodology was used to identify the students' common viewpoints of the IPE experience. A total of 26/28 (93%) of students in the course from the medical, nursing, midwifery, physician assistant, occupational therapy, and physiotherapy programs participated in this study. Students were asked to sort a Q-sample of 43 statements about the IPE dissection course derived from previous qualitative studies of the program. Using the centroid factor extraction and varimax rotation, three salient factors (groups) emerged, namely: (1) Anatomy IPE Enthusiasts, (2) Practical IPE Advocates, and (3) Skeptical IPE Anatomists. The Anatomy IPE Enthusiasts believed that students from different disciplines brought unique anatomical knowledge and each group member guided others through difficult material. The Practical IPE Advocates expressed that they would be stronger advocates for interprofessional teams in the future because of the course. The Skeptical IPE Anatomists strongly disagreed that learning with students from different disciplines helped them gain an understanding of their roles in the context of other healthcare professionals and felt that there was little benefit from the IPE program compared to other non-interprofessional programs. These findings about student attitudes are critical to drive an evidence-based evolution of the IPE dissection course, since students' perceptions can have a profound influence on interprofessional collaboration in the workplace.

The aims of nursing training include not only mastering skills but also fostering the competence to make decisions for problem solving. In prenatal education, cultivating nurses' knowledge and competence of vaccine administration is a crucial issue for protecting pregnant women and newborns from infection. Therefore, obstetric vaccination knowledge has become a basic and essential training program for nursing students. However, most of these training programs are given via the lecture-based teaching approach with skills practice, providing students with few opportunities to think deeply about the relevant issues owing to the lack of interaction and context. This could have a negative impact on their learning effectiveness and clinical judgment. To address this problem, a mobile chatbot-based learning approach is proposed in this study to enable students to learn and think deeply in the contexts of handling obstetric vaccine cases via interacting with the chatbot. In order to verify the effectiveness of the proposed approach, an experiment was implemented. Two classes of 36 students from a university in northern Taiwan were recruited as participants. One class was the experimental group learning with the proposed approach, while the other class was the control group learning with the conventional approach (ie, giving lectures to explain the instructional content and training cases). The results indicate that applying a mobile chatbot for learning can enhance nursing students' learning achievement and self-efficacy. In addition, based on the analysis of the interview results, students generally believed that learning through the mobile chatbot was able to promote their self-efficacy as well as their learning engagement and performance.

This paper explains how simulation-based continuing professional education can enable professionals to overcome significant challenges in healthcare practice. It focuses on pedagogies that address conflicts of motives experienced by teams at work by promoting collective use of protocols and an auxiliary motive to collaborate in agile, relational practices. Data relating to a simulation programme (PROBE) associated with reduced injuries in emergency birth situations are examined. The concept of double stimulation informs analysis of simulated scenarios and linked debriefs. PROBE transforms a commonly used protocol from a memory tool used by individuals to an 'in-between' tool used expansively and collectively across the birthing team. Crucial to this are diverse epistemic levels of mediation that enable teams to resolve conflicted, high-stakes situations through fluid, responsive interactions. Indications in the data that PROBE pedagogies foster transformative agency among health professionals are highlighted and discussed. The paper thus adds to understanding of how double stimulation as a principle of volitional action can be put to work in continuing professional education.