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Thinking critically with artificial intelligence: A new frontier in midwifery education
Abstract   Open access   Peer reviewed

Thinking critically with artificial intelligence: A new frontier in midwifery education

Laura Gabriel, Amanda G. Carter, Joanne Carter, Josie Greaves, Jenny Campagnolo and Renee Denham
European Journal of Midwifery, Vol.10(Supplement 1), pp.A84-A84
International Confederation of Midwives, 34th (Lisbon, Portugal, 14-Jun-2026–18-Jun-2026)
2026
DOI: https://doi.org/10.18332/052742rioqej
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Abstract-Book-EJM-20264.39 MBDownloadView
Published Version Open Access CC BY V4.0

Abstract

Midwifery not elsewhere classified learning and teaching midwifery artificial intelligence
BACKGROUND: The global midwifery shortage demands innovative educational strategies to equip future practitioners with the skills necessary to meet the needs of diverse populations. Digital innovation, including generative artificial intelligence (AI) tools, is rapidly transforming healthcare and education. While concerns remain around academic integrity, AI offers promising avenues to enhance critical analysis and digital literacy. These skills are essential for future midwives to evaluate information, apply evidence-based care, and navigate increasingly complex clinical environments. There is currently limited literature on how AI is integrated into midwifery education, particularly within assessments OBJECTIVES: An innovative assessment was developed for second-year Bachelor of Midwifery students to engage with AI-generated content in response to a pregnancy complexity case study. Students were required to critically appraise the AI-generated response in a structured report, evaluating the use of holistic midwifery strategies, source appropriateness, and synthesis of information. The activity was supported by scaffolded digital literacy learning METHODS: Post-assessment surveys explored student experiences and perceived learning outcomes with descriptive statistics and content analysis of free text. RESULTS: Preliminary analysis indicates that students found the assessment engaging and educational. The activity enhanced their ability to critically assess digital content, recognise AI’s potential to provide woman-centered, culturally relevant, and context-specific care. The assessment also demonstrated an increase in their confidence in digital health literacy. Students identified that while AI may assist with information synthesis, it requires human oversight to align with midwifery philosophy and needs of individuals. CONCLUSIONS: Integrating AI-focused assessment into midwifery curricula strengthens the digital competencies of future midwives, supporting their preparedness to deliver safe, equitable, and evidence-based care in a digital health era. KEY MESSAGE: This pedagogical innovation contributes to global efforts to address the midwifery workforce shortage by ensuring graduates are equipped to meet contemporary challenges in maternal and newborn care. Digital technology/AI 1 (including three-minute presentation competition)

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