Interdisciplinary Learning: Developing Medical and Midwifery Student Interprofessional Relationships Through

Peer-to-Peer Teaching

Margot Blackman, Nora Kvam, Sepan Zaher Nasraddin Dawed, Naomi Luogon, Irene Gafson

University College London, UK [1] Whittington Health NHS Trust, UK [2] Middlesex University, UK [3]

1 1

This qualitative educational research seeks to implement collaborative tutorials led by

medical students and student midwives aimed at:

• Fostering respectful and effective interprofessional relationships

• Enhancing learning

• Improving knowledge of normal obstetric processes

Background

Falling recruitment and low retention of trainees in Obstetrics and Gynaecology (O&G)

remains a significant concern in the NHS [1]. One key factor is dissatisfaction with

professional and working relationships, particularly with midwives [2]. This issue is

underscored by a study where 66% of medical students reported that a friendly

atmosphere significantly influenced their career choices [3]. Given the close

collaboration between obstetric trainees and midwives in caring for pregnant people,

improving these relationships is crucial. However, medical students frequently lack

interprofessional experiences that foster exposure to collaborative healthcare teams,

as they often shadow senior clinicians without engaging directly with other

professionals such as midwives.

Design

Student-led tutorials were designed to be collaborative, fostering a supportive and

egalitarian learning environment. Students taught topics they were confident in, with

no preparation required.

Methods

6 weekly teaching sessions were organised between third-year Middlesex University

midwifery students and fifth-year University College London (UCL) medical students

on placement at Whittington Hospital. Each session included two 30-minute

segments: one led by midwifery students and the other by medical students.