Problem-Based Learning as an Educational Strategy in Midwifery Education: A Scoping Review Pekanbaru

Problem-Based Learning (PBL) is a student-centered educational strategy that supports cognitive, interpersonal, and clinical competencies in health professions education. However, evidence regarding its application in midwifery education remains fragmented across educational settings and outcomes. This scoping review aimed to map evidence on the implementation and effectiveness of PBL in developing midwifery students’ clinical competence and its implications for midwifery education. A scoping review was conducted using the Arksey and O’Malley framework and PRISMA-ScR guidelines. PubMed, Scopus, and ScienceDirect were searched during April – May 2025 for original empirical studies published in English between 2020 and 2025. Eligible studies were full-text, open-access articles examining PBL in midwifery or closely related maternity education contexts. Ten studies met the eligibility criteria and were synthesized thematically. PBL was associated with improvements in critical thinking, clinical reasoning, communication, teamwork, problem-solving, and learning satisfaction. Simulation-enhanced PBL showed potential to strengthen clinical decision-making and practical performance in maternal care, including postpartum hemorrhage management. PBL can support competency-based midwifery education, particularly when authentic clinical problems are integrated with simulation. Longitudinal research is needed to determine whether these competencies are sustained and translated into clinical performance after graduation.