BACKGROUND:
The midwifery curriculum focuses strongly on clinical practice, with limited content on teaching others. However, in Japan, experienced midwives are almost automatically assigned teaching roles for students and novice midwives.

OBJECTIVES:
This study explores the attitudes of midwives towards teaching students and colleagues in clinical settings, considering their educational backgrounds and work experiences.

METHODS:
A cross-sectional online survey was conducted among Japanese midwives with teaching experience with student midwives and colleagues.

RESULTS:
Analysis was conducted on 258 responses. An exploratory factor analysis revealed two significant factors in midwives' attitudes towards their teaching roles: "adaptability" and "readiness." Cluster analysis, conducted based on the two factor scores, classified the study participants into three groups. One hundred twenty-six (48.8%) midwives were classified into the "accepting" group. Seventy-seven (29.8%) midwives were classified into the "reluctant" group, and fifty-five (21.3%) were classified into the "competent" group. Variables regarding the midwives' educational backgrounds and work experiences were examined in relation to the classification. A higher proportion of midwives in the “competent” group had management experience, voluntarily participated in continuing education, and had more than ten years of teaching experience compared to the other two groups.

CONCLUSIONS:
Nearly half of the Japanese midwives in this study accept their teaching roles. Management experience, voluntary participation in continuing education, and years of teaching experience were associated with midwives' attitudes towards clinical teaching for student midwives and colleagues.

KEY MESSAGE:
This information could be used as a reference when managers assign teaching roles to colleagues and support those developing their teaching skills. Poster session 3 (Group B)