Trial reportBMC medical education2024
An evaluation of the effectiveness of an updated pre-service midwifery curriculum integrated with emergency obstetric and newborn care in Kenya: a cluster randomised controlled trial.
Trial report in BMC medical education, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 6 papers, 1 of them a synthesis that pooled it.
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
6 citing papers in PubMed, 1 synthesis or guideline pooled it.
- National continuous professional development programmes for midwifery educators and their effectiveness in low-and-middle-income-countries: a systematic review.BMC medical education · 2025Pooled it
- Experiences, barriers and perspectives of midwifery educators, mentors and students implementing the updated emergency obstetric and newborn care-enhanced pre-service midwifery curriculum in Kenya: a nested qualitative study.BMC medical education · 2024Trial
- Maternal Health Nurse Competency in Addressing Emergency Obstetric Care: An Assessment in Southern Mozambique.Nursing reports (Pavia, Italy) · 2026Article
- The impact of a mentorship program on clinical competency of midwifery students in managing labor and childbirth in Iran: A parallel randomized controlled trial.Journal of education and health promotion · 2026Article
- Exploring male nursing students' experiences and perspectives in a maternal-newborn clinical course using high-fidelity simulation: a qualitative study.BMC medical education · 2025Article
- Neonatal encephalopathy due to birth asphyxia and trauma: global trends and disparities.Frontiers in public health · 2025Article
Corrections and comments
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Authors and funding
13 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
introductionQuality midwifery education is central to improving midwifery service delivery and maternal and newborn health outcomes. In many settings, midwifery educators insufficiently prepared for their teaching role and deficient curriculum compared to international standards affect the quality of healthcare provided by the midwifery graduates. This study assessed the effectiveness of an EmONC enhanced midwifery curriculum delivered by trained and mentored midwifery educators on the quality of education and student performance in Kenya.
methodsA cluster randomised controlled trial in 20 midwifery colleges (12 intervention, 8 control colleges). Educators in both arms received training in teaching/EmONC skills to deliver the updated national midwifery curriculum. The intervention arm received additional 3-monthly post-training mentoring for 12 months. Educators' knowledge and confidence in EmONC/teaching skills was assessed before and after training and at 3, 6, 9 and 12 months. Teaching skills observations at baseline and endline in both study arms were also assessed. Knowledge, self-rated confidence and three OSCE in EmONC practical skills among final year midwifery students were assessed. Linear mixed effects models were used to evaluate the effect of intervention on educators and students.
resultsSeventy four educators and 146 students participated. Training significantly improved educators' mean knowledge (61.3%-73.3%) and confidence to teach EmONC (3.1-4.2 out of 5). Observed teaching skills mean scores of educators in the intervention arm were significantly higher compared to those of controls at endline (89.4%-vs-72.2%, mean difference 17.2 [95%CI, 3.2-29.8]). Mean scores for students in the intervention arm were significantly higher than those in controls for knowledge (59.6%-vs-51.3%, mean difference 8.3 [95%CI, 1.6-15.0]) and the three skills assessed (means; mean difference (95%CI): shoulder dystocia (64.5%-vs-42.7%; 21.8 (10.8-33.9); newborn resuscitation (43.9% vs 26.1%; 17.8 (2.0-33.9); and maternal shock resuscitation (56.5%-vs-39.2%; 17.3 (8.0-26.0) and combined average skills scores (55.0%-vs-36.0; 19.0 (8.7-29.5).
conclusionTraining and supportive mentoring improved the quality of educators' teaching pedagogy and EmONC skills and enhanced students' learning. Overall performance in EmONC knowledge and skills was significantly higher for students who were taught by trained and mentored educators compared to those who received training alone. Thus, a local mentoring system is effective to enhance learning and effectiveness of an EmONC-updated midwifery curriculum.
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