Virtual learning methods, strategies and interventions to develop midwifery competencies: A scoping review of global evidence
This scoping review of 14 global studies identifies that virtual learning methods, particularly simulation and video-based resources, effectively complement traditional teaching to enhance midwifery clinical competencies through flexible, student-centered asynchronous and synchronous platforms.
Original paper licensed under CC BY 4.0 (https://creativecommons.org/licenses/by/4.0/). This is an AI-generated explanation of the paper below. It is not written or endorsed by the authors. For technical accuracy, refer to the original paper. Read full disclaimer
Midwives are the backbone of safe childbirth and newborn care, responsible for delivering the vast majority of essential health services to mothers and infants. Their ability to perform clinical skills correctly—such as managing complications during birth or caring for a newborn in distress—directly determines whether a mother and child survive and thrive. For decades, training these professionals relied on a mix of classroom lectures and hands-on practice in hospitals. However, the modern world demands more flexibility. With the rise of digital technology and the disruptions caused by global events like the pandemic, educators are asking how to teach these life-saving skills when students cannot always be in the same room as their teachers or patients. The challenge is to find ways to use computers, videos, and online tools to build the same level of confidence and competence that traditional training provides, especially in places where resources are scarce and access to clinical mentors is limited.
A team of researchers set out to map the global landscape of these digital solutions. They conducted a broad search of scientific literature published over the last ten years to see what virtual methods are currently being used to teach midwifery skills. Their goal was not to test a single new tool, but to gather evidence on what already exists: how are other educators using online platforms, simulations, and videos to train midwives around the world? They looked for studies that described specific interventions, from real-time online classes to self-paced modules, and examined whether these methods actually helped students learn the practical skills needed for their jobs. The researchers focused on a wide range of countries, from high-income nations with advanced technology to developing regions where internet access might be limited, to understand what works in different settings.
After sifting through thousands of potential articles, the researchers narrowed their focus to fourteen studies that provided clear descriptions of virtual learning interventions. These studies came from diverse locations, including Morocco, Rwanda, India, Pakistan, the United Kingdom, Australia, and the United States. The review revealed that virtual learning is not a single thing but a collection of different approaches. Some methods happen in real time, where students and teachers meet online at a scheduled hour, much like a live video call. Others are asynchronous, allowing students to learn at their own pace by watching recorded lectures or completing interactive modules whenever it fits their schedule. A third approach blends these digital methods with traditional face-to-face teaching, creating a hybrid model that tries to get the best of both worlds.
The findings suggest that these digital tools are most effective when they work alongside, rather than replace, conventional teaching. In several studies, students who used virtual simulations or watched video demonstrations of clinical procedures showed improved knowledge and skills. For instance, some programs used high-fidelity simulators—detailed models that mimic the human body—to let students practice handling emergencies like postpartum hemorrhage in a safe environment before ever touching a real patient. Other studies used video recordings of actual clinical procedures, allowing students to watch experts perform tasks and then review the footage to refine their own understanding. One notable example involved students recording their own practice sessions and uploading them to a secure platform for instructors to review and provide feedback, turning the learning process into a continuous cycle of observation and correction.
However, the path to digital education is not without obstacles. The review highlighted that while the potential is great, the reality often depends on infrastructure. In many low-resource settings, the lack of reliable internet, insufficient funding for equipment, and a shortage of trained educators who know how to use these tools remain significant barriers. Some studies noted that even when technology is available, the design of the software or the resistance of staff to change can hinder adoption. The researchers also pointed out a lack of clarity in how different terms are used. In the literature, "virtual learning," "video-based learning," and "virtual simulation" are often used interchangeably, even though they describe distinct methods. The authors of this review propose clearer definitions to help future educators choose the right tool for the right job, distinguishing between a simple video recording and an immersive, interactive simulation that replicates a clinical scenario.
Ultimately, the evidence gathered suggests that virtual learning is a powerful supplement to traditional midwifery education, capable of expanding access and offering flexible pathways for skill development. It allows students to engage with complex scenarios repeatedly without risk, and it enables educators to reach learners who might otherwise be isolated by geography or work schedules. Yet, the review concludes that these digital methods are not yet a complete substitute for the physical presence of a mentor or the experience of a real clinical setting. Instead, they serve as a vital bridge, enhancing the quality of training and ensuring that midwives are better prepared to handle the complexities of maternal and newborn care. As the field moves forward, the focus will likely shift toward developing more robust, accessible, and clearly defined digital resources that can be tailored to the specific needs of midwifery practitioners in diverse global contexts.
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