Midwifery legal education using scenario-based learning: Effects on moral sensitivity and reasoning.

Abstract

Background: This study aimed to assess the effect of scenario-based learning (SBL) in legal midwifery education to enhance moral sensitivity and reasoning among midwifery students.

Materials and methods: The Scholarship of Teaching and Learning (SOTL) was conducted at Shahid Sadoughi University of Medical Sciences between 2021 and 2022. A census sampling method was employed, enrolling 66 midwifery students. The intervention consisted of scenario-based learning, and outcomes were evaluated through pre- and post-intervention assessments of moral sensitivity and reasoning skills. Academic performance was measured using a key feature (KF) exam of students Moral judgment, and student satisfaction was also assessed. Data were analyzed using descriptive-analytical methods in IBM SPSS (version 18), with statistical significance set at *P < 0.05.

Results: The findings demonstrated a significant improvement in both clinical reasoning and moral sensitivity (P< 0.001). In the first year, clinical reasoning scores increased from 2.17 ± 0.48 to 4.17 ± 0.65, while in the second year, they rose from 2.22 ± 0.50 to 4.19 ± 0.60. Moral sensitivity scores also improved, increasing from 5.04 ± 1.25 to 5.82 ± 0.87 in the first year and from 4.9 ± 1.34 to 5.93 ± 0.76 in the second year. Additionally, student satisfaction and KF exam scores were at desirable levels.

Discussion and conclusion: Scenario-based learning effectively enhanced moral reasoning and sensitivity in midwifery students. The findings suggest that SBL is a valuable pedagogical approach for addressing legal issues in midwifery education and improving students' professional competence.