A problem-based learning approach to midwifery

Abstract

In 1993, McMaster University implemented the first midwifery education programme in Ontario, Canada. A 4–year, direct-entry baccalaureate programme was established and reflects the philosophy of midwifery with a focus on normal, healthy childbearing. Self-directed and problem-based learning (PBL) are integral parts of the programme. The authors selected a PBL format because of the benefits demonstrated in medical education. The use of PBL, as a method of instruction, has been found to enhance clinical reasoning skills, knowledge acquisition and self-directed learning patterns (Woods, 1994). A PBL curricula also provides students with an earlier opportunity to acquire information in context (Woodward, 1989). Students from a traditional curricula, compared with students from a PBL curricula, have been found to be less able to use what they have learned (Gonella et al, 1970). The development and implementation of a PBL midwifery curricula are described in this paper. Graduates of the programme reported that they enjoyed the small group tutorials and found it to be one of the most effective aspects of learning in the programme, second only to clinical placements.