ACTIVE LEARNING STRATEGIES IN OBSTETRICS STUDENTS AND ACADEMIC PERFORMANCE: SCOPING REVIEW
DOI:
https://doi.org/10.22370/revmat.1.2025.4882Keywords:
Midwifery, Simulation training, Patient Simulation, Problem based learning, Midwifery studentAbstract
General objective: explore the available evidence in databases on active learning methodologies used with midwifery students and other students between the years 2020 and 2024.
Methodology: scoping review using the 'Joanna Briggs Institute' methodology, in databases such as LILACS, SciELO, PUBMED, ERIC, ScienceDirect, and Google Scholar. Quantitative, qualitative, and mixed studies published in the last 5 years in Spanish and English were included, excluding review articles.
Results: 22 articles were included, of which 73% used clinical simulation, 14% flipped classroom, 5% concept maps, 5% TBL, and 5% peer teaching. The results showed significant improvements in academic performance and student satisfaction. Additionally, emerging categories such as clinical skills, participation, anxiety reduction, and interprofessional work were identified.
Conclusion: clinical simulation is the most widely used active learning methodology; this learning improves academic performance and student satisfaction. It also fosters other areas such as participation, development of clinical skills, and interprofessional work. However, more research specifically focused on obstetrics is needed, as the current literature is mostly centered on other healthcare professionals.
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