gms | German Medical Science

Background: The demands on the midwifery profession are constantly growing and the competence profile of a midwife ranges from professional and methodological competence to reflective ability, relationship skills and communication skills. In the increasingly growing complexity of pregnancy and birth processes, planning skills as well as interdisciplinary care are also of enormous importance. Simulation games open up a constructive creative space in which midwifery students can deepen these complex competencies and experience a change of perspective.

Methodology: As part of module 6.1 “Acting, communicating and ethically evaluating interprofessional in the German healthcare system” in the bachelor’s degree program in midwifery at the University of Tübingen, students plan a fictitious midwifery outpatient clinic in a state initial reception facility (LEA). The students slip into the following assigned roles: Midwife, Pediatrician, Gynecologist, Social Worker, Interpreter and Security Officer. In small groups, they interact in the design process from the perspective of their respective roles. In addition to the complexity of project development and planning, the focus is also on the exchange and coordination of different perspectives, priorities and resources of the various actors.

Project planning takes place with the help of the PDCA-cycle in autonomous group work. The groups can ask a lecturer for support at any time. With approximately 60 students at the University of Tübingen, the small group work takes place on two consecutive days (4 groups of 6 students each). On the third day, all small groups present their results in the large plenum.

Results: Management games encourage dialogues and the examination of different aspects. By putting oneself in the role of other professions, there is also the opportunity to learn interprofessional skills. The high organizational effort is rewarded by the fact that students can reflect and experiment in critical situations in a protected space. “Non-threatening” debates can be held, daring decisions can be made and controversial actions can be carried out, the consequences of which are made clear in the simulation but do not have any consequences in “real life”. The learning effect, however, is high for midwifery work in reality. The evaluation of the business game also showed that this learning format was mostly very appreciated. In addition, some students stated that they felt fun while working on the simulation. Learning theory shows us that enjoyment in learning positively supports and influences the process.

Relevance: Views of different professions – but also of one’s own midwifery profession – can become clearer, leading to greater interpersonal understanding. This learning of interdisciplinary skills promotes ongoing midwifery care, which can significantly improve maternal and fetal outcomes. Thus, sustainable changes can be achieved in the assessment of behavior. Professional, methodological and social skills can be experienced in an experiential way.

Conclusion: In midwifery studies, management games offer the opportunity to deepen complex competencies in a protected space with pleasure and to improve intra- and interprofessional understanding.

Ethics and conflicts of interest: A vote on ethics was not necessary. The research was financed by own resources. There are no conflicts of interest.