Changing teaching to improve learning in large midwifery lectures: The example of neonatal jaundice

Nina Whittle
This poster represents an ongoing Ed.D study. Midwifery students expressed difficulties in comprehending neonatal jaundice physiology, which hampered their ability to initiate explanations for parents. Limited teaching time, resulting in single lecture allocations, with large groups of over 75, did not facilitate effective learning of this complex subject. An innovative approach was required, in order to develop cohesive midwifery undergraduate understanding of the anatomy and physiology of such clinical conditions encountered in midwifery practice.
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