BACKGROUND:
Midwifery education is under-invested in developing countries with limited opportunities for midwifery educators to improve/maintain their core competencies. To update their competencies, a blended midwifery educator-specific continuous professional development (CPD) programme was designed with key stakeholders.

OBJECTIVES:
To evaluate the feasibility of a blended midwifery educator CPD program developed by UNFPA and Liverpool School of Tropical Medicine in Kenya and Nigeria.

METHODS:
A mixed-methods intervention study using a concurrent nested design among 120 midwifery educators from 81 midwifery schools. Educators completed four self-directed online learning (SDL) modules and three-day practical training on teaching methods (theory and clinical skills), assessments, effective feedback, and digital innovations in teaching/learning. Pre- and post-training knowledge in SDL modules; confidence and practical skills in preparing a teaching plan and microteaching were measured. Differences in knowledge, confidence, and skills were analyzed. Educators' and midwifery councils' reactions, including challenges to the program, were collected/analysed thematically.

RESULTS:
Mean knowledge scores in SDL modules improved from 52.4% (±10.4) to 80.4% (±8.1), preparing teaching plan median scores improved from 63.6% (IQR 45.5) to 81.8% (IQR 27.3), and confidence in applying selected pedagogy skills improved from 2.7 to 3.7 (out of 4), p<0.001. Participants rated the SDL and practicals high for relevance and satisfaction (median, 4 out of 4 for both). After training, 51.4% and 57.9% of the participants scored 75% or higher in preparing teaching plans and microteaching assessments. Country, training institution type or educator characteristics had no significant associations with overall competence in preparing teaching plans and microteaching (p>0.05). Educators found the programme educative, flexible, convenient, motivating, and interactive for learning. Internet connectivity, computer technology, costs and time constraints were challenges to completing the programme.

CONCLUSIONS:
The programme was feasible and improved educators' teaching/learning competencies.

KEY MESSAGE:
Policy for roll-out of mandatory CPD programmes for midwifery educators is needed for quality MNH care. Education faculty development 1