Modern teaching strategies in midwifery education and their impact on evidence-based practice competencies: A qualitative study in German universities

Background The academization of midwifery education in Germany since January 2020 required a transition from traditional vocational training to university-based programs emphasizing evidence-based practice (EBP). This shift necessitates implementation of modern teaching strategies, yet educators' experiences with these approaches remain poorly understood. Understanding these experiences is crucial for developing effective pedagogical frameworks that enhance EBP competencies among midwifery students. Methods An exploratory descriptive qualitative study was conducted using semi-structured in-depth interviews with 11 midwifery educators from six German universities across five federal states. Participants included lecturers, practice coordinators, research assistants, and professors with teaching experience ranging from 1–19 years (median: 5 years). Interviews lasting 45–60 minutes were conducted in German, audio-recorded, and transcribed verbatim. Data were analyzed using inductive thematic analysis in OpenCode version 4.03. Results Three main themes emerged from the analysis. Experiences with modern teaching approaches revealed educators' active involvement in spiral curriculum design and implementation of diverse pedagogical methods including problem-based learning, case-based learning, simulation-based learning, blended learning, and reflective journaling [29]. Implementation barriers encompassed institutional challenges (financial limitations, inadequate staffing, bureaucratic processes), gaps in educator competencies particularly among those transitioning from clinical practice without formal pedagogical training, and significant theory-practice gaps creating student confusion. Implementation enablers included access to critical resources, strong peer collaboration, interdisciplinary partnerships, and generally positive student engagement despite some resistance to group work methods. Conclusions German midwifery educators demonstrate innovative commitment to implementing modern teaching approaches despite significant systemic challenges. However, optimal implementation requires comprehensive institutional support, targeted faculty development programs addressing pedagogical competencies, and enhanced collaboration between academic institutions and clinical practice settings to bridge theory-practice gaps that currently undermine student learning.