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CONFERENCE PROCEEDING
Methods used to develop university-based midwifery curricula: A systematic review of the literature
1
University of Luxembourg, Faculty of Science- Technology and Medicine FSTM, Esch-sur-Alzette, Luxembourg
2
Vrije Universiteit Brussel VUB, Département de santé publique- groupe de recherche en biostatistique et informatique médicale, Bruxelles, Belgium
3
Université Catholique de Louvain, Institut de recherche Santé et Société, Bruxelles, Belgium
Eur J Midwifery 2026;10(Supplement 1):A393
ABSTRACT
BACKGROUND:
There has been a paradigm shift in the way midwifery education is delivered in Europe, with many programmes becoming university based. However, there appears to be no specific methodology to describe this academisation process. Methods used to develop undergraduate midwifery education programs seem to be lacking in the literature.
OBJECTIVES:
To document methods used to develop undergraduate midwifery education in the literature.
METHODS:
A systematic review is presented in accordance with the new PRISMA-P 2015 standard and conducted by two reviewers. The MedLine, Scopus, and Eric databases were consulted between 10/01/2000 and 10/01/2025. All types of studies that described the process used to develop a university-based midwifery curriculum were included. Editorials, commentaries, and conference abstracts focusing on a specific topic taught were excluded. The CARDA checklist was used to ensure standardization of the analysis of the literature corpus.
RESULTS:
The systematic review is in progress. Eleven articles have been selected for full analysis. The countries covered are Australia, England, Germany, Iran, and the United States. The methods used to develop the programs are based on 1) evidence-based obstetric knowledge, 2) the WHO and ICM competency-based standards approach, and 3) a spiral model based on gradual progression and repetition. The pedagogical approaches varied from i) physiological practice to prevention and management of pathologies, ii) management of simple situations to management of complex situations, iii)individual skills to multidisciplinary collaboration.
CONCLUSIONS:
The literature illustrates the recurring dissonance between the theoretical knowledge and the need for learning in a practical experience from the field, as well as between theoretical knowledge and practical experience in the field.
KEY MESSAGE:
These initial results highlight the importance of the use of simulation in healthcare, problem-based learning, and interprofessional learning. Poster session 1 (Group A)
There has been a paradigm shift in the way midwifery education is delivered in Europe, with many programmes becoming university based. However, there appears to be no specific methodology to describe this academisation process. Methods used to develop undergraduate midwifery education programs seem to be lacking in the literature.
OBJECTIVES:
To document methods used to develop undergraduate midwifery education in the literature.
METHODS:
A systematic review is presented in accordance with the new PRISMA-P 2015 standard and conducted by two reviewers. The MedLine, Scopus, and Eric databases were consulted between 10/01/2000 and 10/01/2025. All types of studies that described the process used to develop a university-based midwifery curriculum were included. Editorials, commentaries, and conference abstracts focusing on a specific topic taught were excluded. The CARDA checklist was used to ensure standardization of the analysis of the literature corpus.
RESULTS:
The systematic review is in progress. Eleven articles have been selected for full analysis. The countries covered are Australia, England, Germany, Iran, and the United States. The methods used to develop the programs are based on 1) evidence-based obstetric knowledge, 2) the WHO and ICM competency-based standards approach, and 3) a spiral model based on gradual progression and repetition. The pedagogical approaches varied from i) physiological practice to prevention and management of pathologies, ii) management of simple situations to management of complex situations, iii)individual skills to multidisciplinary collaboration.
CONCLUSIONS:
The literature illustrates the recurring dissonance between the theoretical knowledge and the need for learning in a practical experience from the field, as well as between theoretical knowledge and practical experience in the field.
KEY MESSAGE:
These initial results highlight the importance of the use of simulation in healthcare, problem-based learning, and interprofessional learning. Poster session 1 (Group A)
| eISSN: | 2585-2906 |
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