In an age where the quality of healthcare education directly impacts patient outcomes, the role of continuous professional development (CPD) for midwifery educators cannot be overstated. A recent systematic review by Shikuku, Bar-Zeev, and Ameh highlights the critical need for robust national CPD programs aimed at midwifery educators, especially in low-and-middle-income countries (LMICs). This review meticulously explores how these initiatives can influence the teaching responsibilities of educators, enhance the quality of healthcare, and ultimately improve maternal and infant health metrics in underserved regions.
The systematic review provides a thorough examination of existing CPD programs tailored for midwifery educators across various LMICs. It delves into the effectiveness and challenges associated with implementing these programs, underscoring the need for sustained educational frameworks that can adapt to the evolving landscape of healthcare. As healthcare systems worldwide continue to face challenges in providing quality services, the findings from this review become increasingly pertinent.
One of the pivotal points raised by the authors is the multifaceted approach required to design successful CPD programs. They emphasize that these programs must not only impart knowledge but also foster critical thinking and practical skills among midwifery educators. The review highlights a range of methodologies that have shown promise, including workshops, mentorship, and online learning platforms. This diverse set of strategies allows educators to experience different forms of learning, which can significantly enhance their teaching effectiveness and, consequently, the learning experience of their students.
Moreover, the authors shed light on the existing gaps in CPD for midwifery educators, particularly in LMICs where resources are limited. A startling number of healthcare workers in these regions lack access to quality educational resources and training opportunities. This deficiency can lead to disparities in care, with vulnerable populations—particularly women and infants—bearing the brunt of inadequate education among healthcare providers. By identifying these shortcomings, the review paves the way for targeted interventions that can bridge the gap between available resources and the educational needs of midwifery educators.
The review also reflects on the barriers that often impede the effective implementation of CPD programs. Socio-economic factors, logistical challenges, and a lack of institutional support are among the prominent hurdles identified. In many cases, educators are required to juggle their teaching responsibilities with the demands of ongoing professional development. The need for institutional buy-in and the creation of supportive environments is therefore critical. Policymakers and health education authorities must prioritize CPD to ensure that midwifery educators are not merely recipients of knowledge but are also empowered to apply this knowledge effectively in their teaching.
One of the noteworthy contributions of this review is its call for a collaborative approach to CPD. The authors advocate for partnerships between governments, educational institutions, and international organizations to pool resources and expertise. Such collaborations can lead to the development of comprehensive CPD programs that are more effective in addressing the specific needs of midwifery educators in various cultural contexts. By working together, stakeholders can ensure that educators receive meaningful ongoing training that enhances their competencies and ultimately leads to improved health outcomes for mothers and infants.
In terms of measurable outcomes, the review observes that countries that have invested in robust CPD for midwifery educators exhibit marked improvements in key health indicators. For instance, reductions in maternal and neonatal mortality rates correspond with enhanced training opportunities for those responsible for delivering care. The findings provide a compelling argument for investing in CPD programs as a means to uplift entire communities through improved healthcare education.
The authors also present a model for evaluating the effectiveness of CPD programs. They propose a framework that includes qualitative and quantitative assessments, with indicators reflecting both the educators’ improved performance and the impact on student learning outcomes. This structured approach not only helps in measuring the success of CPD initiatives but also informs future iterations, driving continuous quality improvement within educational programs.
A deeper understanding of the interconnections between education, practice, and patient outcomes emerges as a key theme throughout the review. It reinforces the idea that investing in the education of midwifery educators is tantamount to investing in the health of communities. Furthermore, the review advocates for integrating CPD into national healthcare policies, encouraging a holistic view that places education at the forefront of health system strengthening initiatives.
As the landscape of healthcare continues to evolve, the importance of CPD cannot be overstated. The review calls on educators, policymakers, and healthcare institutions to recognize the vital role of midwifery educators in shaping the future of maternal and child health. By fostering environments where continuous learning is encouraged and supported, we can create a sustainable framework for health education that transcends borders.
The implications of this review reach beyond the immediate context of midwifery education. It serves as a clarion call for all healthcare educators to seek opportunities for growth and development. In an ever-changing field, the ability to adapt and learn is essential. As midwifery educators enhance their skills through CPD, they not only benefit themselves but also contribute to the larger goal of universal health coverage.
In conclusion, the systematic review by Shikuku, Bar-Zeev, and Ameh underscores the urgent need for robust national continuous professional development programs for midwifery educators in low-and-middle-income countries. As healthcare continues to evolve, so too must the educational frameworks that support it. Investing in CPD is not just an opportunity; it is a necessity for ensuring that midwifery educators are equipped to provide the highest quality of care. The authors’ insights offer a roadmap for future endeavors that ultimately seek to improve health outcomes for some of the most vulnerable populations globally.
With ongoing commitment from governments, educators, and healthcare organizations, it is possible to create a future where midwifery educators are empowered, informed, and instrumental in delivering high-quality care. By prioritizing and supporting continuous professional development, we can ensure that every mother and infant receives the care they deserve.
Subject of Research: Continuous Professional Development Programs for Midwifery Educators in LMICs
Article Title: National continuous professional development programmes for midwifery educators and their effectiveness in low-and-middle-income-countries: a systematic review.
Article References:
Shikuku, D.N., Bar-Zeev, S. & Ameh, C. National continuous professional development programmes for midwifery educators and their effectiveness in low-and-middle-income-countries: a systematic review.
BMC Med Educ 25, 1264 (2025). https://doi.org/10.1186/s12909-025-07877-2
Image Credits: AI Generated
DOI: 10.1186/s12909-025-07877-2
Keywords: Continuous Professional Development, Midwifery Education, Low-and-Middle-Income Countries, Healthcare Quality, Maternal Health
