Mapping Clinical Teaching and Assessment Guidelines for Fostering Critical Thinking and Analysis in Master's Midwifery Students: A Scoping Review Protocol

Abstract Introduction: Master’s level midwifery education demands advanced teaching methods that transition students from routine clinical competence to complex, autonomous clinical reasoning. While critical thinking is recognized as important for safe, evidence-based practice, clinical thinking and assessment guidelines specifically tailored to foster and evaluate these higher-order cognitive skills in post-graduate midwifery students remain poorly synthesised globally. Objective: This scoping review protocol outlines the methodology for mapping existing literature on clinical teaching guidelines and assessment methods used to teach and assess critical thinking and analytical skills in Master ’s-level midwifery students. Methods: The proposed review will follow the Joanna Briggs Institute (JBI) scoping review method and adhere to the PRISMA-ScR guidelines. A comprehensive search will be conducted across major electronic databases, including PubMed, CINAHL, Scopus, Medline, and ERIC, for peer-reviewed literature published from 2010 to date. Eligibility criteria will encompass studies focusing on Master’s level midwifery students, clinical frameworks, and assessment modalities. Two independent reviewers will perform title, abstract, and full-text screening based on predefined inclusion criteria. Data extraction will be conducted independently by two reviewers using a standardised charting form. Differences will be resolved through consensus or consultation with a third reviewer. The extracted data will undergo a thematic and narrative synthesis, aligning findings with international midwifery education standards. Expected Results: The protocol outlines a plan to categorise current educational interventions, chart the global distribution and types of assessment methods, and identify existing gaps in evidence on how advanced clinical reasoning is measured during clinical placement. Conclusion: The scoping review will map the educational landscape by providing foundational guidelines for educators that align clinical teaching with validated assessment tools. Finally, the findings will inform the design of future Master ’s-level midwifery curricula to strengthen student clinical autonomy and evidence-based decision-making.