The Effect of Reflective Teaching on Critical Thinking Skills of Midwifery Students

Abstract

Objective: To study and investigate the impact of the role of reflective teaching to midwifery students on the development of their critical thinking skills. Methods: 60 midwifery students were selected as research subjects, with 30 midwifery students in midwifery class 1 receiving traditional teaching methods and were classified as the control group. The other 30 midwifery students in midwifery class 2 received reflective teaching and were classified as the training group. The study compared the critical thinking ability scores, incremental critical thinking ability scores, post-training assessment scores, and satisfaction with the teaching between the two groups before and after the training. Results: Before training, the comparison of the critical thinking ability scores of midwifery students in the two groups was not statistically significant (P > 0.05); after training, the critical thinking ability scores of midwifery students in the two groups were effectively improved (P < 0.05). The total score of critical thinking ability in the training group was higher than that of the control group (P < 0.05); the degree of improvement of critical thinking ability in the training group was greater than that of the control group (P < 0.05); the assessment scores of the training group were higher than those of the control group (P < 0.05); and the satisfaction rate of the effect of teaching midwifery students in the training group was higher than that of the control group (P < 0.05). Conclusion: Reflective teaching training for midwifery students can help to improve teaching quality and training effect, promote midwifery students’ critical thinking ability and professionalism, and gain recognition from midwifery students.