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dc.contributor.advisorNewell, Robert J.
dc.contributor.advisorBradshaw, Gwendolen
dc.contributor.advisorSmall, Neil A.
dc.contributor.authorMacVane, Fiona E.*
dc.date.accessioned2011-06-22T16:02:13Z
dc.date.available2011-06-22T16:02:13Z
dc.date.issued2011-06-22
dc.identifier.urihttp://hdl.handle.net/10454/4904
dc.description.abstractThe literature concerning what medical students learn from midwives during specialist obstetric rotations is scarce. In the UK, despite a long tradition of providing midwifery attachments for medical students, it is almost non-existent. Working with midwives is arguably the only opportunity medical students have to experience holistic or social models of maternity care, focusing on normality rather than on the medical concept of risk. This study sought to discover how medical students constructed their knowledge about childbirth during a six week specialist rotation in obstetrics in a Northern English teaching hospital (NETH), with particular emphasis on whether participants assimilated any concepts from midwifery knowledge (MK). A Delphi Study, done as the first phase of the research, focused on MK, utilizing an international sample of experienced midwives. Resulting themes were used to develop the data collection tool for the second phase of the research. The research employed a qualitative case study method with students from a single year cohort comprising the case. Data were collected using a tool consisting of three problem based learning (PBL) scenarios. These were presented to the students in consecutive interviews at the beginning, the middle and the end of their obstetric rotation. Following analysis, five main themes were identified which illuminated the medical students' construction of knowledge about maternity care. These were explored and discussed. The thesis concludes with recommendations for increasing opportunities for IPE in the medical and midwifery curricula.en_US
dc.language.isoenen_US
dc.rights<a rel="license" href="http://creativecommons.org/licenses/by-nc-nd/3.0/"><img alt="Creative Commons License" style="border-width:0" src="http://i.creativecommons.org/l/by-nc-nd/3.0/88x31.png" /></a><br />The University of Bradford theses are licenced under a <a rel="license" href="http://creativecommons.org/licenses/by-nc-nd/3.0/">Creative Commons Licence</a>.en_US
dc.subjectMidwifery knowledgeen_US
dc.subject; Knowledge constructionen_US
dc.subject; Interprofessional Education; IPEen_US
dc.subject; Clinical learningen_US
dc.subject; Professional socialisationen_US
dc.subject; Problem based learning; PBLen_US
dc.subject; Informed choiceen_US
dc.subject; Medical modelen_US
dc.subject; Social modelen_US
dc.subject; Holistic careen_US
dc.titleMidwifery knowledge and the medical student experience. An exploration of the concept of midwifery knowledge and its use in medical students' construction of knowledge during a specialist obstetric rotationen_US
dc.type.qualificationleveldoctoralen_US
dc.publisher.institutionUniversity of Bradfordeng
dc.publisher.departmentDivision of Midwifery & Reproductive Healthen_US
dc.typeThesiseng
dc.type.qualificationnamePhDen_US
dc.date.awarded2010
refterms.dateFOA2018-07-19T05:14:08Z


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