Medical students at ETH Zurich receive unique training in physiological obstetrics facilitated by trainee midwives. For two days the midwifery students teach the medical students basic skills of physiological obstetrics. The medical students are trained in a very hands-on approach with the obstetric models and puppets, as well as with the help of actresses in the skills centres in Bern and Zurich. The task of the midwifery students is to work together with the students of the ETHZ in the form of peer teaching on 16 skills units: from calculating a due date, take a medical history, assessing foetal wellbeing, abdominal and vaginal examination, physiological birth, delivery of the placenta, to breastfeeding, etc. The medical students also experience communication trainings with the help of actresses which enhances their communication skills and their ability to be responsive to the patient’s needs. In the small groups, the evidence on how to proceed in different obstetric situations are discussed as well as the variants that the students have encountered in practice. In particular, the client’s perspective is also discussed and encountered through self-experience.
As peer tutors, midwifery students not only deepen their own understanding through intensive preparation and teaching but also contribute to the maxim «to teach is to learn twice.» This innovative collaboration enriches the learning experience for both medical and midwifery students, not only to teach basic obstetric skills to the medical students but to foster a holistic understanding of obstetrics and to boost each other’s understanding of their respective role and professional identity. Midwifery is an approach to care where the normal biological, psychological, social, and cultural processes of childbirth and early life of the newborn are at the centre, with the aim to enhance physiology and salutogenesis. In this skills training, this approach is an underlying theme with the goal to familiarize the two professions of each other’s professional identity and by doing so, to increase the interprofessional understanding and respect.
About three medical students and three midwifery students learn over the course of two days in small groups of mixed professions. The midwifery students are in their third semester, the medical students in their fifth semester. Under the guidance of lecturers from the universities of applied sciences in Bern and Zurich, the students work on four practical case studies and 16 skills training units, which are led by the midwifery students. In preparation, the peer tutors familiarize themselves with the skills to be instructed, which they themselves have learned in the first year of study and have already applied in internships. In the small groups, the evidence on how to proceed in the different obstetric situations is discussed as well as the variants that the students have encountered in practice. In particular, the client’s perspective is also discussed
The basic skills of physiological obstetrics and communication skills are trained in a very hands-on approach with the obstetric models and puppets, as well as with the help of actresses in the skills centers in Bern and Zurich. The task of the midwifery students is to work together with the students of the ETHZ in the form of peer teaching on 16 skills units: from calculating a due date, take a medical history, CTG evaluation, abdominal examination, vaginal examination, physiological birth, delivery oft he placenta, breastfeeding, etc. The midwifery students demonstrate and instruct, the ETHZ students ask questions and practice. This challenges both of the students and leads to an increase in knowledge, because «to teach is to learn twice». Having to answer questions helps to reflect on whether the acquired knowledge is already in place or whether there are still gaps in knowledge.
Effects of the innovative elements on student learning
Through the student-led tutorials, medical students can acquire practical skills and discuss their application in practice. The peer tutors revise, apply, consolidate and reflect on their previously acquired knowledge and skills. They answer the critical questions of the medical students. The students of both professions use and appreciate the confrontation with the other profession and thus prepare themselves for effective cooperation in obstetric practice
- Question:
- How is the skills training organised by the ZHAW and the BFH with the ETHZ
- Answer:
- In small groups of 3 medical students and 3 midwifery students each, 16 posts in the field of physiological obstetrics are completed. The midwifery students are already in their 3rd semester and have acquired both theoretical and practical knowledge of physiology.
- Question:
- Why is it offered as peer tutoring?
- Answer:
- The advantage of peer teaching is that the students are in a similar learning situation and can therefore meet at eye level. This makes it easier to identify and address any difficulties in learning the material. In preparation for their role as peer teachers, the midwifery students repeat the learning content and the learning control is carried out by communicating this.
- Question:
- Why is the training offered on an interprofessional basis?
- Answer:
- Interprofessional collaboration is becoming increasingly important. In order to promote understanding and appreciation of the different roles and responsibilities during training, the training is offered on an interprofessional basis. In this way, the strengths of the other profession can be recognised, it is possible to put oneself in the shoes of a different professional culture and perspective and to meet as equals.
- Question:
- How can student perspectives be changed through skills training?
- Answer:
- This is mainly achieved by expanding the understanding of competences and changing the roles that students have to take on. They also strengthen their self-efficacy and become aware of contextual requirements. More on this in the description below.
Changing students perspectives through skills training
Broadening the understanding of competences: Skills training enables students to learn and practise specific skills and abilities. Practical applications in «real» situations expand their competences.
Strengthen self-efficacy: By learning new skills and successfully applying them in exercises or simulations, students can increase their self-confidence and self-efficacy. This can lead to a more positive perspective on their own abilities.
Changing roles: Skills training requires active participation and practical application. By leaving the role of the learner and slipping into the role of the pregnant/parturient/breastfeeding woman or into the role of midwife or doctor, a change of perspective takes place, which is experienced as very motivating and empowering. The change of role leads to a lot of fun and aha effects.
Awareness of contextual requirements: By consolidating the skills, students can focus on the context of the situation. For example, the type of communication during an action
Reflection and feedback: During the training, students have the opportunity to reflect on their own skills and receive feedback from peers. They actively analyse their self-image and their role.
