BACKGROUND:
Critical thinking has become an essential skill for midwifery practice.

OBJECTIVES:
This doctoral research aims to identify and analyse the teaching strategies that foster its development in the midwifery pre-service education programme.

METHODS:
A mixed-methods approach with a qualitative predominance was adopted, structured around three complementary components. The first focused on the teaching strategies used in theoretical courses, was explored through a questionnaire distributed to all midwifery faculty at the faculty of health science of Tunis (related to Tunis El Manar University). The second component examined the pedagogical practices implemented during the clinical placements and was based on eight semi-structured interviews conducted with midwives clinical preceptors. Finally, a focus group was conducted with students to gather their perceptions of the strategies experienced, as part of a data triangulation process aimed at enhancing the validity of the results. The quantitative data from the questionnaire were analysed using SPSS, while thematic analysis was used for the interviews and focus group discussions.

RESULTS:
Preliminary results show that educators support strategies like debates, group work, and problem-based learning to promote critical thinking, but these are underused in practice. In clinical placements, methods such as situational questioning, debriefing, and guided autonomy also support critical thinking, though inconsistently applied. Students note a gap between theory and clinical practice, viewing the clinical approach as more effective for developing reflective thinking.

CONCLUSIONS:
The study highlights the need to strength pedagogical training and ensure consistent use of active, reflective strategies in midwifery education. A structured and coherent integration of such practices is essential to cultivate a culture of critical thinking.

KEY MESSAGE:
While educators and preceptors value active and reflective methods, their use remains inconsistent. The study calls for stronger pedagogical training and structured integration of these strategies to foster a culture of critical thinking. Poster session 3 (Group B)