Curriculum development in midwifery education: a systematic literature review

A systematic literature review found only two eligible studies describing how curricula are developed for university-based midwifery education. The review identified shared themes including alignment with professional standards, stakeholder involvement, evidence-informed approaches and interprofessional learning, but found that the curriculum decision-making processes were rarely reported in sufficient detail.

The researchers followed PRISMA recommendations and searched MEDLINE, Embase and ERIC for records published from 10 January 2000 to 10 January 2025. In response to peer-review recommendations, they extended the search through 10 January 2026 and added APA PsycINFO and CINAHL, accessed through EBSCOhost. Two reviewers independently extracted information using a piloted form covering the context of curriculum development, cited professional and legal frameworks, use of evidence, curriculum elements and modules, interprofessional education, and decision-making steps. The updated and supplementary searches did not identify further eligible studies.

Of 4,478 records screened, two studies met the inclusion criteria. Both concerned curriculum development within university-based midwifery education rather than a broader range of midwifery training settings. Their reported approaches had several elements in common: curricula were aligned with professional standards, stakeholders participated in development, evidence-informed methods were used, and interprofessional learning was considered. The studies therefore offered limited examples of the processes used to determine curriculum content and structure.

The review also identified important gaps in the available research. Reporting of decision-making processes was limited, and methodological transparency was generally insufficient across the two included studies. One study had been published more than a decade earlier, further limiting the currency of the evidence base. The authors concluded that the literature documenting curriculum development and decision-making in midwifery education is very limited. They called for greater methodological transparency and further research to strengthen the evidence supporting curriculum development, with the broader aim of informing educational programmes that reflect contemporary professional and societal needs. Because only two studies were included, the review does not establish a common curriculum-development model or support conclusions about the effects of any particular curriculum approach.

Subject of Research: Systematic review of curriculum development and decision-making in university-based midwifery education

Article Title: Curriculum development in midwifery education: a systematic literature review

Article References: Pierron, A., Vermeulen, J., Pavlou, M. A. S., Friedel, M., & Ghanchi, A. (2026). Curriculum development in midwifery education: a systematic literature review. BMC Medical Education. https://doi.org/10.1186/s12909-026-10126-9

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DOI: 10.1186/s12909-026-10126-9

Keywords: midwifery education, curriculum development, systematic review, PRISMA, university-based education, competency-based education, professional standards, stakeholder involvement, interprofessional learning, evidence-informed practice, Curriculum, development