Accelerating quality midwifery education: identifying educators’ professional development needs

Abstract Background The quality of midwifery education and the quality of care are influenced by the capabilities of those who educate future midwives. In Bangladesh, where midwifery is a new profession, it is crucial that midwifery educators are supported, prepared and equipped to teach in both academic and clinical settings. This study aimed to identify the professional development needs of midwifery educators in Bangladesh. Methods A cross-sectional online survey consisting of closed and open-ended questions, and statements answered using a four- and five-point response scale, was conducted. A total of 118 individuals responded to the survey, of whom 113 met the inclusion criteria and were included in the final analysis. Data were analysed using descriptive statistics including frequencies and percentages and inferential statistics (Spearman’s rank-order correlation and ANOVA). Internal consistency was evaluated using Cronbach’s alpha coefficient. Responses to the open-ended questions were analysed using systematic text condensation. Results Among 113 respondents, working as an educator the majority (78%) held a master’s degree. The most reported development needs were in midwifery theory (41.6%), face-to-face teaching (41.6%) and clinical simulation (39.8%). Research capacity was also a key area, with 38.1% reporting a need for support in scientific manuscript writing. Leadership and management development were prioritised by 37.2%. Educators preferred face-to-face programme delivery (53.1%) and short, intensive formats (74%). Open-ended responses underscored a need for structured pedagogical training, as well as research and leadership mentorship. Conclusions Continuous professional development for educators in Bangladesh is needed, particularly in education, research, and leadership. To address these needs, the study highlights the importance of incorporating its identified needs into a national educator development programme. We propose co-creating such a programme, guided by the ICM Global Standards for Midwife Faculty Development, to ensure a structured, relevant, and sustainable response.