Introduction: Midwifery education incorporates many complex physiological processes which are often difficult for midwifery students to comprehend when using traditional teaching and learning approaches. While online virtual and artificial reality (AR/VR) resources for midwifery education are expanding, currently research in this field is in its infancy. A 3D visualisation resource was created to assist students to watch an animation of the birth of the placenta on their mobile phones.
Aim: The aim of this study was to explore the impact of using three-dimensional (3D) visualisation in midwifery education, on student’s retention of knowledge and their application of knowledge of the birth of the placenta and membranes when providing health education to women. Method: Midwifery students attending an intensive teaching block (ITB)were randomly allocated to a control or intervention group. All students completed a pre knowledge multiple choice questionnaire prior to the ITB, and then again after the scheduled traditional education. Six students were interviewed individually to assess their application of knowledge to a case scenario.
Results: Students in the intervention group had a significant increase in knowledge. Narratives from the interviews illustrated how students who had previous experiences of witnessing birth had a superior ability to discuss the third stage of labour with women. In comparison, students with limited birth experiences, found the 3D resource assisted them in their understanding of the physiology of the third stage of labour.
Conclusion: Online resources provide the opportunity for student-led asynchronous learning opportunities through repetitive viewing. The 3D midwifery visualisation resource made a significant contribution to understanding of complex physiological processes.
