Clinical learning experiences and professional development: implementation of a district level undergraduate midwifery program in Indonesia

Eva Rusdianah(1), Mubasysyir Hasanbasri(2*), Mohammad Hakimi(3)

(1) Department of Health Policy and Management Faculty of Medicine Universitas Gadjah Mada
(2) Department of Health Policy and Management Faculty of Medicine Universitas Gadjah Mada
(3) Department of Biostatistics, Epidemiology and Population Health Faculty of Medicine Universitas Gadjah Mada
(*) Corresponding Author



The aim is to examine the suitability of the educational process in place with the expected professional development.


We conducted in-depth interviews with (a) 16 third-year student who recently completed 2-month clinical rotation in the hospital and (b) four teachers.


Evidence from this study indicate weak learning environment. Clinical instructor only has a limited time to meet with students, so that students rarely get the guidance and direct supervision. Students more often obtain “lessons” of the young staff, which many of them indifferent in providing guidance. Students feel insecure and fear in communicating with senior staff from both the nursing and medical professions. Academic lecturers provide minimum learning support. Their supervision does not allow students to reflect on their experiences.


Professional development as reflected in clinical rotations in hospitals is still very limited. The government must monitor more strictly, especially for the medical school located in the district, where professional educators are very limited.


midwifery training; hospital based learning; learning environment; low resource setting

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