An evaluation of the first year of an enquiry-based learning midwifery curriculum

The fundamental aim of pre- and post-registration midwifery education is to develop safe, competent practitioners ‘so that, on registration, they can assume full responsibility and accountability for their practice as midwives' (Nursing and Midwifery Council (NMC), 2009: 3). The key challenge for educators and mentors, therefore, is to ensure that each student is equipped with the necessary skills to be able to practise autonomously and provide the highest possible standard of care at the point of registration.

Enquiry-based learning (EBL) is an approach to learning that has been implemented in a number of universities as a means of encouraging students to more effectively apply theory-based knowledge to practice, both during their studies and post-registration. It generally involves students working together in small groups (or learning sets), formulating their own learning outcomes and exploring scenarios that arise from an initial ‘trigger’, presented by tutors. A trigger can take many forms—for example, a photograph or fictional extract from case notes or video—and it should always be firmly located within ‘real life’ (Price, 2001), in this case, midwifery practice. The tutor in this situation acts as a facilitator, guiding students through the enquiry, occasionally making suggestions and supporting feedback both within the small learning sets and the group as a whole. The facilitator also has a pivotal role in ensuring that the learning outcomes are appropriately set, managed and achieved. EBL, therefore, demands a high level of cohesiveness among learners and the teaching team.