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CONFERENCE PROCEEDING
The virtual caseload: An innovation in teaching skills for continuity of carer
1
The University of Manchester, Division of Nursing Midwifery and Social Work, Manchester, United Kingdom
Eur J Midwifery 2026;10(Supplement 1):A101
ABSTRACT
PURPOSE:
The virtual caseload is a teaching innovation aiming to support midwifery learners’ theoretical and conceptual understanding of continuity of midwifery carer (CoMC), alongside their learning in clinical practice. CoMC is supported by global evidence of the benefit to women and birthing people (hereafter women), babies and families (Sandall et al., 2024). The virtual-CoMC aims to enable learners to prepare, consolidate, and assess their own skills and knowledge application in a safe environment.
DISCUSSION:
Provision of CoMC requires mid-high order cognitive processes (Bloom et al., 1956) and professional commitment (Krathwohl et al., 1973), including application, analysis, evaluation and creativity and acting in accordance with values. Virtual-CoMC primarily focuses on developing learners’ cognitive and affective competencies (Bloom et al., 1956), which learners concurrently apply within the clinical practice setting as they develop their skills-based proficiencies. While midwives are autonomous practitioners, they work in partnership with women, families, other professionals and agencies (NMC, 2019). Hence, learners are enabled to work together to solve problems and generate ideas related to the childbearing journeys of familiar, hypothetical case studies through the virtual caseload, across the year of study. This team approach aims to exceed simple knowledge transfer, it empowers learners to apply knowledge using procedural and conceptual problem-solving skills (Michaelson and Sweet, 2008) and has been shown to enhance clinical reasoning (Ulfa et al, 2021; Kang and Kim, 2021). The virtual-CoMC can enhance team development and cohesion skills, which form part of the essential hidden curriculum (Anderson, 1992), alongside the aims of the programme including developing proficiency in communication, developing respectful relationships and multidisciplinary working.
EVIDENCE WHERE RELEVANT:
The virtual-CoMC will continue to develop through co-creation with midwifery learners and will be evaluated.
KEY MESSAGE:
This is an innovative and authentic teaching method to develop knowledge, experience and skills required to provide CoMC. SRHR - Abortion
The virtual caseload is a teaching innovation aiming to support midwifery learners’ theoretical and conceptual understanding of continuity of midwifery carer (CoMC), alongside their learning in clinical practice. CoMC is supported by global evidence of the benefit to women and birthing people (hereafter women), babies and families (Sandall et al., 2024). The virtual-CoMC aims to enable learners to prepare, consolidate, and assess their own skills and knowledge application in a safe environment.
DISCUSSION:
Provision of CoMC requires mid-high order cognitive processes (Bloom et al., 1956) and professional commitment (Krathwohl et al., 1973), including application, analysis, evaluation and creativity and acting in accordance with values. Virtual-CoMC primarily focuses on developing learners’ cognitive and affective competencies (Bloom et al., 1956), which learners concurrently apply within the clinical practice setting as they develop their skills-based proficiencies. While midwives are autonomous practitioners, they work in partnership with women, families, other professionals and agencies (NMC, 2019). Hence, learners are enabled to work together to solve problems and generate ideas related to the childbearing journeys of familiar, hypothetical case studies through the virtual caseload, across the year of study. This team approach aims to exceed simple knowledge transfer, it empowers learners to apply knowledge using procedural and conceptual problem-solving skills (Michaelson and Sweet, 2008) and has been shown to enhance clinical reasoning (Ulfa et al, 2021; Kang and Kim, 2021). The virtual-CoMC can enhance team development and cohesion skills, which form part of the essential hidden curriculum (Anderson, 1992), alongside the aims of the programme including developing proficiency in communication, developing respectful relationships and multidisciplinary working.
EVIDENCE WHERE RELEVANT:
The virtual-CoMC will continue to develop through co-creation with midwifery learners and will be evaluated.
KEY MESSAGE:
This is an innovative and authentic teaching method to develop knowledge, experience and skills required to provide CoMC. SRHR - Abortion
| eISSN: | 2585-2906 |
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