"It would be nice to have more than basic support": A learning needs assessment survey of midwifery faculty in low- and middle-income countries of the Asia Pacific region

Rachel M Smith; Joanne E Gray; Caroline Se Homer

doi:10.1016/j.wombi.2024.101624

"It would be nice to have more than basic support": A learning needs assessment survey of midwifery faculty in low- and middle-income countries of the Asia Pacific region

Women Birth. 2024 May 9;37(4):101624. doi: 10.1016/j.wombi.2024.101624. Online ahead of print.

Authors

Rachel M Smith¹, Joanne E Gray², Caroline Se Homer³

Affiliations

¹ Faculty of Health, University of Technology Sydney, Australia; Burnet Institute, Melbourne, Australia. Electronic address: Rachel.smith@uts.edu.au.
² Faculty of Health, University of Technology Sydney, Australia.
³ Faculty of Health, University of Technology Sydney, Australia; Burnet Institute, Melbourne, Australia.

PMID: 38728845
DOI: 10.1016/j.wombi.2024.101624

Abstract

Background: The provision of high-quality midwifery education relies on well-prepared educators. Faculty members need professional development and support to deliver quality midwifery education.

Aim: To identify development needs of midwifery faculty in low- and middle-income countries of the Asia Pacific region, to inform program content and the development of guidelines for faculty development programs.

Methods: An online learning needs assessment survey was conducted with midwifery faculty from low- and middle-income countries in the Asia Pacific Region. Quantitative survey data were analysed using descriptive statistics. Textual data were condensed using a general inductive approach to summarise responses and establish links between research aim and findings.

Findings: One hundred and thirty-one faculty completed the survey and a high need for development in all aspects of faculty practice was identified. Development in research and publication was the top priority for faculty. Followed closely by leadership and management development, and then more traditional activities of teaching and curriculum development. Preferred mode of program delivery was a blended learning approach.

Discussion: Historically, programs of faculty development have primarily focussed on learning and teaching methods and educational development. Yet contemporary faculty members are expected to function in roles including scholarly activities of research and publication, institutional leadership and management, and program design and implementation. Unfortunately, programs of development are rarely based on identified need and fail to consider the expanded role expectation of contemporary faculty practice.

Conclusion: Future midwifery faculty development programs should address the identified need for development in all expected faculty roles.

Keywords: Academic Development; Education; Faculty Development; Midwifery; Staff Development.