Author: Susie Moore and Sophie Whitecross
The three year undergraduate midwifery curriculum offers students opportunities to develop knowledge and skills as well as fostering reflective practice and critical reasoning. This paper presents a critical and reflective review of an innovation in teaching and learning practice. At the end of the 2nd year the clinical competence of student midwives is assessed by Objective Summative Clinical Examinations (OSCE). In preparation for the OSCE students participate in workshop activities aimed at developing their clinical sills by simulating practice. One method of encouraging students to monitor and evaluate their own learning is to promote a culture whereby they are involved in the process of teaching and assessment. Peer-led teaching and assessment can contribute effectively to autonomous midwifery practice by challenging the notions of power and authority (that are traditionally associated with the medical profession and fostered within the NHS) as well as offering practitioners an opportunity to develop skills for independent study and discriminating good midwifery knowledge from that which is inferior.
This year the module leader approached third year students who had excelled in their OSCE assessment, to participate in teaching activities as part of the preparation of the current cohort of students preparing for OSCEs. This innovation was evaluated and the findings suggest a number of significant factors related to peer-led teaching.