Students midwives' views of enquiry based learning: The BUMP study

This source preferred by Stella Rawnson

Authors: Brown, S., Wilkins, C., Leamon, J. and Rawnson, S.

http://www.intermid.co.uk/cgi-bin/go.pl/library/article.cgi?uid=29191;article=BJM_16_5_302_305

Journal: British Journal of Midwifery

Volume: 16

Pages: 302-305

ISSN: 0969-4900

One of the reasons enquiry based learning (EBL) has been adopted into midwifery education is that it is considered to make learning relevant to practice. This article reports on a qualitative exploration of EBL, which forms part of a larger action research pre-registration midwifery programme. Analysis of the data found four themes: facilitation; group interaction; evaluation of learning; and using triggers in EBL, linking theory to practice. Learning appeared to be affected by how the groups were facilitated and if the group dynamics were fully realized. Students appeared to use EBL as an opportunity to bring practice into the academic setting and engage in deeper learning which is probably why it was valued within the curriculum.

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Authors: Brown, S., Wilkins, C., Leamon, J. and Rawnson, S.

Journal: British Journal of Midwifery

Volume: 16

Issue: 5

Pages: 302-305

ISSN: 0969-4900

DOI: 10.12968/bjom.2008.16.5.29191

One of the reasons enquiry based learning (EBL) has been adopted into midwifery education is that it is considered to make learning relevant to practice. This article reports on a qualitative exploration of EBL, which forms part of a larger action research pre-registration midwifery programme. Analysis of the data found four themes: facilitation; group interaction; evaluation of learning; and using triggers in EBL, linking theory to practice. Learning appeared to be affected by how the groups were facilitated and if the group dynamics were fully realized. Students appeared to use EBL as an opportunity to bring practice into the academic setting and engage in deeper learning which is probably why it was valued within the curriculum.

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