Rowan Catherine, McCourt Chris, Beake Sarah
Centre for Research in Midwifery and Childbirth, Thames Valley University, 32-38 Uxbridge Road, Ealing, London W54 2BS, UK.
Midwifery. 2009 Apr;25(2):213-22. doi: 10.1016/j.midw.2007.01.014. Epub 2007 May 23.
to explore the longer-term effect of a problem-based learning (PBL) programme on midwives in practice.
qualitative study. Graduates involved in an earlier study of the implementation of a PBL programme were interviewed between 5 and 6 years after graduating to explore the possible longer-term effect of a PBL programme on their practice as midwives.
Thames Valley University with graduates who had completed an 18-month programme on one of two campuses on a variety of clinical sites.
interviews were held with four graduates who had completed their programme before the implementation of PBL and five who had completed a PBL programme. Key themes were identified and compared cross-sectionally.
midwives who had graduated from a PBL programme found that the approach was valuable in enabling them to access information and to develop a critical questioning approach. Some felt anxious at the beginning of their programme and said that they would have benefited from more direction and feedback from the facilitator early on in the programme. The focus on individual presentations sometimes inhibited the students learning from others in the group. The success of the PBL approach was felt to be dependent on the way in which the group worked together. The quality of the clinical placement, and the support of mentors and link teachers in the clinical setting, was a key factor in learning for students from both programmes.
PBL has been incorporated into some programmes because it is thought to benefit practice disciplines, especially in a world of uncertain and changing evidence. However, no clear picture has emerged about the benefits of a PBL programme for midwifery education.
our findings have implications for curriculum development to ensure the potential benefits of PBL are realised in practice. This may include providing further guidance and feedback to students, particularly at the start of their programme. Further research using innovative methodologies is needed to critically assess the longer-term effect of this approach to education.
探讨基于问题的学习（PBL）课程对从业助产士的长期影响。
定性研究。对参与早期PBL课程实施研究的毕业生在毕业后5至6年进行访谈，以探讨PBL课程对其助产士实践可能产生的长期影响。
泰晤士河谷大学，毕业生在两个校区之一完成了为期18个月的课程，实习地点多样。
对4名在PBL实施前完成课程的毕业生和5名完成PBL课程的毕业生进行了访谈。确定了关键主题并进行了横断面比较。
毕业于PBL课程的助产士发现，这种方法有助于他们获取信息并培养批判性提问的方法。一些人在课程开始时感到焦虑，并表示如果在课程早期能从指导教师那里得到更多指导和反馈，他们会受益更多。对个人展示的关注有时会抑制学生从小组中的其他人那里学习。PBL方法的成功被认为取决于小组合作的方式。临床实习的质量以及临床环境中导师和联系教师的支持，是两个课程学生学习的关键因素。
PBL已被纳入一些课程，因为人们认为它对实践学科有益，尤其是在证据不确定且不断变化的情况下。然而，关于PBL课程对助产士教育的益处，尚未形成清晰的认识。
我们的研究结果对课程开发具有启示意义，以确保PBL的潜在益处能够在实践中实现。这可能包括为学生提供更多指导和反馈，特别是在课程开始时。需要使用创新方法进行进一步研究，以严格评估这种教育方法的长期效果。
