EXPLORATION OF PEDAGOGICAL PRACTICES IN COMPETENCY-BASED EDUCATION FOR MIDWIFERY STUDENTS IN MOROCCO

Context: In order to improve the quality of healthcare provision and ratify the various international charters, particularly those relating to the Millennium Development Goals. The Moroccan Ministry of Health has undertaken to revise the curricula for training midwives, and to adapt it to the educational standards of the Bachelor-Master-PhD system. However, detailed information on the changes made in terms of teaching practices and learning outcomes are lacking. Objective: The aim of this study is to explore changes in the pedagogical practices of midwifery educators in the clinical setting. Methodology: A questionnaire survey was used for midwifery students (n= 150) enrolling in six public institutions (Fez, Meknes, Taza, Tanger, Tetouan, and al Hoceima), which are situated in two regions in the north and middle of the country (Tanger-Tetouan region, and Fez-Meknes region). Preliminary survey was conducted to identify and resolve any potential problems. Data from pilot study were not included in the analysis. Data were analysed with the aid of Statistical Package for Social Science (SPSS) software, version 26. Results: The results of the present study show that students do not benefit from permanent clinical supervision. Moreover, pedagogical strategies that have proven efficiency in midwifery education are little used. The objective-based approach is still the one used by most midwifery educators. Conclusion: This study provided an insight into teachers' pedagogical practices, which have not changed significantly. This contradicts the foundations of the reform, which is based on a competency-based approach. Further studies are needed to explore this phenomenon in depth