Implementing modern teaching approaches for evidence-based practice in German midwifery university education: a qualitative study of educator experiences, facilitators, and barriers
4 affiliations
- 1Faculty of Medicine and University Hospital, and Medical Faculty, Heidelberg Institute of Global Health (HIGH), Heidelberg University, Im Neuenheimer Feld 130.3, Heidelberg, Baden Wüttemberg 69120 Germany
- 2Department of Obstetrics and Gynecology, Faculty of Medicine, Heidelberg University, Im Neuenheimer Feld 130.3, Heidelberg, 69120 Germany
- 3Department of Clinical Epidemiology, College of Health Sciences, School of Medicine, Makerere University, P.O. Box 7072, Kampala, Uganda
- 4Midwifery Research and Education Unit, Department of Obstetrics, Gynecology, and Reproductive Medicine, Hannover Medical School, OE 6410, Carl-Neuberg-Str. 1, Hannover, 30625 Germany
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.
Supplementary Information: The online version contains supplementary material available at https://doi.org/10.1186/s12909-026-10807-5.
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BibTeX
@article{komuhangi2026implementing,
title = {{Implementing modern teaching approaches for evidence-based practice in German midwifery university education: a qualitative study of educator experiences, facilitators, and barriers}},
author = {Grace Komuhangi and Florian Neuhann and Jürgen Wacker and Brian Mikka and Charlotte Fery and Valerie R. Louis},
journal = {BMC Medical Education},
year = {2026},
month = nov,
doi = {10.1186/s12909-026-10807-5},
url = {https://doi.org/10.1186/s12909-026-10807-5},
note = {CC BY 4.0},
}
RIS
TY - JOUR
TI - Implementing modern teaching approaches for evidence-based practice in German midwifery university education: a qualitative study of educator experiences, facilitators, and barriers
AU - Grace Komuhangi
AU - Florian Neuhann
AU - Jürgen Wacker
AU - Brian Mikka
AU - Charlotte Fery
AU - Valerie R. Louis
PY - 2026
DA - 2026/11/06
JO - BMC Medical Education
DO - 10.1186/s12909-026-10807-5
UR - https://doi.org/10.1186/s12909-026-10807-5
AB - 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. Supplementary Information: The online version contains supplementary material available at https://doi.org/10.1186/s12909-026-10807-5.
SN - 1472-6920
ER -