Changing Teaching to Improve Bioscience Learning in Large Midwifery Lectures: The Example of Neonatal Jaundice

The neonate’s initial limited ability to break down bilirubin is influenced by multiple physiological systems. Student midwives must understand the bioscience underlying neonatal jaundice to appreciate clinical care recommendations and advise parents. A tension exists when students are taught in large lectures with limited time. Evidence suggests that they prefer learning bioscience in the context of clinical situations with interaction. Multimedia provision using scenario video clips were therefore developed to facilitate learning and information giving. This study is located within the paradigm of pragmatism, using Action Research. It is insider research, where the researcher is the lecturer. Cycle-one explored midwifery students’ perceptions of this learning taught as large groups. This advised resource developments, lecture content and timing modifications. Cycle-two evaluated the impact of changes, formative questioning, and the lecturer in inspiring learning. Students’ feedback, module leaders’ interviews and analysis of formative and summative assessments were employed. Participants appreciated a variety of active learning and multimedia, including video-clips, audience response systems (ARS), online material and questioning an enthusiastic lecturer. They desired incremental teaching, with adequate bioscience time. The perception of value of scenario clips was not determined by participants’ cohort or age. Module leaders acknowledged that large lectures limited learning. They restricted bioscience teaching time due to an extensive curriculum. Lecture changes showed positive evaluations and statistically improved short-term knowledge retention (p < .001). This thesis offers insight into midwifery students’ learning about neonatal jaundice in a unique environment, and their abilities to advise appropriately in their professional role. The insights obtained informed a bioscience teaching strategy for midwifery students in large lectures. This is potentially transferable for use with other student groups. The timing of bioscience lectures and the use of ARS with jigsaw learning, to develop bioscience vocabulary, were not previously examined in the literature. Further research on midwifery curriculum bioscience organisation is recommended.