Implementing modern teaching approaches for evidence-based practice in German midwifery university education: a qualitative study of educator experiences, facilitators, and barriers
Year: 2026
Type: article
Abstract: BACKGROUND: Germany now mandates the transition of midwifery education from vocational training to university-based bachelor's programmes, as required by the Hebammenreformgesetz (2020). This reform necessitates teaching approaches that emphasise competency in Evidence-Based Practice (EBP). However, limited information exists regarding midwifery educators' experiences, the barriers encountered, and the facilitators supporting this transition. This study examined midwifery educators' experiences implementing contemporary EBP teaching strategies in German universities, as well as the facilitators and barriers they faced. METHODS: We used an exploratory descriptive qualitative design. Eleven midwifery educators from five universities and universities of applied sciences across three German states participated in interviews. Data were analysed using inductive, team-based thematic analysis in accordance with Braun and Clarke's six-phase framework. After the inductive analysis, Competency-Based Education (CBE) theory and Social Cognitive Learning Theory (SCLT) were applied as interpretive frameworks. RESULTS: Three primary themes were identified. First, educators reported experiences with modern teaching, encompassing new curriculum design, active-learning strategies, and increased academic freedom. Second, barriers included institutional constraints, insufficient educator skills, a disconnect between theory and practice, and student resistance. Third, facilitators included strong infrastructure, robust professional networks, and perceived improvements in student learning. CONCLUSIONS: Midwifery educators in Germany are implementing modern EBP teaching methods despite significant challenges. Participants indicated that structured faculty development, formalised partnerships between universities and clinical sites, and a standardised national description of EBP competencies may support the sustainability of these changes. These recommendations require evaluation in larger and more representative samples. Future research should incorporate perspectives from students and clinical supervisors and employ validated instruments to assess the relationship between education and practice outcomes.
Source: BMC Medical Education
Language: English
Subfield: General Health Professions
Field: Health Professions
Domain: Health Sciences
Open Access status: gold
Estimated APC paid: $2,990
OpenAlex ID: W7161627087