Effects of online teaching strategies on midwifery students’ skills: A scoping review
Abstract
Online teaching has become increasingly significant in midwifery education due to its flexibility and accessibility. Midwifery education, which heavily relies on hands-on clinical training, faced limitations in delivering practical skills through online platforms. This study aims to investigate the impact of online teaching strategies on the academic performance and clinical skill development of midwifery students. The review was conducted to understand how such strategies influence student engagement, knowledge acquisition, and the ability to apply clinical competencies. A scoping review method was applied, sourcing data from PubMed, ScienceDirect, and Google Scholar. From a total of 781 articles screened, seven studies published between 2019 and 2024 met the inclusion criteria. The findings indicate that while online learning enhances theoretical understanding and offers flexibility, it often falls short in practical skill training due to the lack of in-person interaction, limited access to technology, and varying levels of digital literacy. Some innovations, such as virtual simulations, show promise in bridging this gap. However, blended learning remains the most effective approach in midwifery education. Further research is recommended to optimize online clinical training tools and address digital inequities among students.
Abstrak
Pembelajaran daring semakin berperan penting dalam pendidikan kebidanan sebab fleksibilitas dan kemudahan aksesnya terhadap sumber belajar. Pendidikan kebidanan yang sangat bergantung pada pelatihan klinik secara langsung kerap mengalami keterbatasan dalam penyampaian keterampilan praktis melalui platform daring. Penelitian ini bertujuan untuk mengkaji dampak strategi pengajaran daring terhadap capaian akademik dan pengembangan keterampilan klinik mahasiswa kebidanan. Tinjauan ini dilakukan untuk memahami sejauh mana strategi tersebut memengaruhi keterlibatan mahasiswa, penguasaan materi, dan kemampuan penerapan keterampilan klinik. Metode yang digunakan adalah tinjauan skoping dengan menelusuri data dari PubMed, ScienceDirect, dan Google Scholar. Dari 781 artikel yang disaring, tujuh studi yang diterbitkan antara tahun 2019 hingga 2024 memenuhi kriteria inklusi. Hasil penelitian menunjukkan bahwa pembelajaran daring dapat meningkatkan pemahaman teori dan memberikan fleksibilitas, namun sering kali kurang optimal dalam pelatihan keterampilan praktik karena terbatasnya interaksi langsung, akses teknologi yang tidak merata, serta tingkat literasi digital yang bervariasi. Beberapa inovasi seperti simulasi virtual menunjukkan potensi dalam menjembatani kesenjangan tersebut. Akan tetapi, pembelajaran campuran (blended learning) tetap menjadi pendekatan yang paling efektif dalam pendidikan kebidanan. Penelitian lebih lanjut diperlukan untuk mengembangkan strategi daring yang efektif dalam pelatihan keterampilan klinik dan mengatasi ketimpangan digital di kalangan mahasiswa.
Kata Kunci: keterampilan klinis; pembelajaran campuran; pembelajaran daring; pendidikan kebidanan
Keywords
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DOI: https://doi.org/10.17509/curricula.v4i1.84312
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