Continuity or team-teaching approach for midwifery education? An exploratory qualitative study of student and academic preferences |
| |
| Institution: | 1. United Nations Population Fund, Dhaka, Bangladesh;2. Data, Design + Writing, Oregon City, USA;3. Michigan State University, USA;4. Obstetric and Gynaecological Society of Bangladesh, Dhaka, Bangladesh;5. Institute of Health and Care Sciences, Sahlgrenska Academy, University of Gothenburg, Arvid Wallgrens backe 1, 413 46 Gothenburg, Sweden;1. School of Nursing and Midwifery, Edith Cowan University, Joondalup 6027 WA, Australia;2. The University of Notre Dame Australia, 19 Mouat Street, Fremantle 6959, WA, Australia;3. School of Nursing and Midwifery, University of Newcastle, University Dve, 2308 NSW, Australia;1. Edinburgh Napier University, School of Health and Social Care, Sighthill Court, Edinburgh EH11 4BN, Scotland, UK;2. Rotterdam University of Applied Sciences, Institute of Healthcare – School of Midwifery, Rochussenstraat 198, 3015 EK, Rotterdam, Netherlands;1. College of Nursing and Midwifery, Charles Darwin University, Casuarina, Darwin, Northern Territory, Australia;2. School of Nursing, Midwifery and Paramedicine, University of the Sunshine Coast, Queensland, Australia;1. School of Nursing and Midwifery, Parramatta South Campus, Western Sydney University, NSW, Australia;2. Graduate Research School and the Centre for Research in Mathematics and Data Science Western Sydney University, NSW, Australia;1. School of Health and Social Care, Edinburgh Napier University, Sighthill Campus, Edinburgh EH11 4BN, Scotland, UK;2. School of Health and Social Care, AP University of Applied Sciences, Noorderplaats 2, 2000 Antwerp, Belgium |
| |
| Abstract: | BackgroundThe content of midwifery courses is very similar across universities. The teaching approach is not, with universities adopting a variety of pedagogical methods.AimTo explore views of midwifery students, midwifery academics and senior academic managers comparing a continuity approach where one main academic provides the majority of midwifery content plus pastoral care compared with a team-teaching approach of midwifery education where lecturers change throughout the course.MethodsSemi-structured interviews and focus groups were used to discover thoughts, benefits and disadvantages of two teaching approaches. Data were analysed using thematic analysis.FindingsMidwifery students and academics valued relationship building, consistency of advice and assessment expectations of the continuity approach but also appreciated a variety of teaching styles and content found in the team-teaching approach. Senior academic managers favoured a team-teaching approach due to workload concerns.DiscussionContinuity and team-teaching pedagogical approaches offer different advantages. Continuity in midwifery education may provide students with a meaningful trusting relationship with their teacher and consistency of information, which could aid learning. A team-teaching approach provides students with diversity of teaching styles and midwifery ‘stories’. A combination of both pedagogies offering both a mix of teachers and a named ‘go-to’ mentor might help meet student requirements for both continuity and variety.ConclusionRelationship building, consistency and trust, were all evident in the continuity approach whereas the team-teaching approach was considered to be a more sustainable workload model. |
| |
| Keywords: | Midwife Pre-registration education Continuity Team-teaching Pedagogy |
| 本文献已被 ScienceDirect 等数据库收录！ |
|
