Background: The use of virtual reality (VR) to enhance an innovative curriculum has been well established in the literature (Downer et al., 2020). Complex physiological processes such as understanding the anatomy and physiology of the uterus, birth of the placenta and haemostasis are often difficult for midwifery students to comprehend (Gray et al 2022a). A 3D visualisation resource illustrating the third stage of labour, was created for midwifery students to use on their mobile phones.
Aims: The aims of this study were to establish differences in knowledge scores between students viewing the three-dimensional (3D) resource and those who had traditional education. In addition, the impact of using 3D resources and how students applied their knowledge of educating women about the birth of the placenta and membranes was explored.
Method: Students were randomly allocated to a control or intervention group. All students completed a pre knowledge multiple choice questionnaire prior to commencing class and then again afterwards. Six students volunteered to be interviewed about the third stage of labour and to assess their application of knowledge to a case scenario.
Findings: Students in the intervention group demonstrated a significant increase in knowledge initially, after the watching the 3D resource. Narratives illustrated how students who had previous experiences of witnessing birth had a superior ability to discuss the third stage of labour. While students with limited birth experiences, found the 3D resource assisted them in their understanding of the physiology of the third stage of labour (Gray et al 2022a).
Conclusion: The use of 3D education enhances current methods of midwifery education. Open access, online resources provide the opportunity for student-led asynchronous learning opportunities through repetitive viewing. The 3D midwifery artefact makes a significant contribution to understanding complex physiological processes and overcomes the issue of deteriorating knowledge overtime.