Interactive and non-interactive e-learning in prenatal care

Abstract

Background/Aims Ongoing education of midwives plays a key role in high-quality prenatal care and pregnant women's health. In Iran, online education has received growing attention because of the COVID-19 pandemic. This study aimed to compare the effects of interactive and non-interactive e-learning on midwives' knowledge and self-efficacy. Methods This quasi-experimental study involved 76 midwives working in prenatal care in health centres who were randomly divided into two groups: interactive e-learning via computers and non-interactive e-learning via mobile applications. Knowledge and self-efficacy were measured pre- and post-intervention using an online questionnaire and differences were analysed using the chi-squared and t tests. Results Knowledge scores in nutrition, exercise, and overall care during pregnancy increased significantly in both groups in the post-intervention phase. Self-efficacy scores increased in exercise and overall care in the interactive e-learning group. The self-efficacy scores for all four studied items improved significantly in the smartphone group. The two groups' knowledge and self-efficacy scores were not significantly different post-intervention. Conclusions E-learning had positive effects on the knowledge and self-efficacy of midwives. The researchers suggest using these approaches alongside conventional in-service education methods.