Student midwives transferring knowledge from the online learning environment to role playing a real life scenario

Abstract

Introduction: The Bachelor of Midwifery offered by the Charles Darwin University is uniquely positioned as the course is predominantly offered as an external online course with minimal face to face interaction. The classroom pedagogical strategy initiated in this instance used a real life coroner’s case by way of a play written based on the case. Aim: To reiterate the importance of communication and consolidation of midwifery knowledge for understanding in the clinical teaching block. Methods: The students were assigned real life players and they re-enacted this case in the classroom with a script written by the lecturer. The students assumed real life players and were able to comment and critique each critical aspect as they participated in this project, making decisions at crucial points throughout a woman’s hospitalization. Results: Midwifery is both a theoretical and clinical profession that encompasses and requires insight from the midwife in both problem solving and empathetic skills. Teaching in an online environment may enhance their insight into problem solving skills by answering questions such as multiple choice questions or answering essays and discussion points and wikis. This may not be evident until the student enacts or role plays a case scenario in real life that further enhances both their verbal communication skills with other health professionals and emphasizes the importance of decision making in the clinical environment. Conclusion: The poster encompasses a picture shot of the students’ re-enactment, the strategy and methods used and the future work and evaluation of this innovative teaching and learning project.