Obstetrics clinical learning needs: Priorities of undergraduate medical students

Abstract

Background. The obstetrics clinical learning environment is complex and often not conducive to learning. Understanding the priority clinical learning needs of students with experience in this setting is essential for designing effective educational interventions to optimise clinical learning. Objective. To describe the priority obstetrics-related clinical learning needs of undergraduate medical students informed by their experience of the clinical learning environment. Methods. A multigroup nominal group technique (NGT) was applied to a purposively sampled group of medical students who had experienced obstetrics-related clinical placements in facilities at various levels of care, from primary to tertiary. Individual group priorities were further integrated into themes. Results. Seven priorities emerged: (i) perinatal procedural skills, (ii) teaching approaches to obstetrics, (iii) pregnancy-related screening and complications, (iv) postnatal support for women, (v) interprofessional and gender roles, (vi) orientation to patient care and the clinical environment, and (vii) psychological preparation of students. Conclusion. Educational interventions to optimise the obstetrics clinical learning environment must consider students’ priorities. These priorities extend beyond procedural skills and include collaborative practice and psychological preparation.