gms | German Medical Science

5th International Conference of the German Society of Midwifery Science (DGHWi)

Deutsche Gesellschaft für Hebammenwissenschaft e. V.

13. - 14.02.2020, Bochum

Augmented Reality supported learning for (student) midwives (Heb@AR)

Meeting Abstract

Search Medline for

  • corresponding author Annette Bernloehr - Hochschule für Gesundheit Bochum, Deutschland
  • Thies Pfeiffer - Hochschule Emden/Leer, Deutschland
  • Nicola H. Bauer - Hochschule für Gesundheit Bochum, Deutschland

German Association of Midwifery Science. 5th International Conference of the German Association of Midwifery Science (DGHWi). Bochum, 13.-14.02.2020. Düsseldorf: German Medical Science GMS Publishing House; 2020. Doc20dghwiV01

doi: 10.3205/20dghwi02, urn:nbn:de:0183-20dghwi023

This is the English version of the article.
The German version can be found at:

Published: February 11, 2020

© 2020 Bernloehr et al.
This is an Open Access article distributed under the terms of the Creative Commons Attribution 4.0 License. See license information at



Background: Within academic midwifery training, as well as for practising midwives it is essential to develop and keep up the ability to manage obstetric emergencies in order to avoid maternal, as well as perinatal morbidity and mortality. Due to their rare occurrence and diverse nature, the management of emergencies needs practising in a ‘laboratory’ setting. At present, problem-based and learner-centered approaches are at the focus of academic education, facilitating individual, as well as collaborative learning [1]. Designing and developing problem-based teaching and learning concepts for (future) midwives on a digital basis is challenging.

Aim/Research Question: A complete digital teaching and learning concept is developed for the direct entry Bachelor study programme midwifery at the Hochschule für Gesundheit Bochum (University of Applied Sciences). The focus of the research project is on developing, evaluating and implementing location-independent, multi-user compatible augmented reality (AR) training simulations. AR-scenarios “preparing emergency tocolysis”, “resuscitation of newborns” and “preparing women for caesarean section” are modeled as proof-of-concepts for future applications. The final training scenarios will also be available for the continuing education of midwives via the platform of the Deutsche Gesellschaft für Hebammenwissenschaft.

Methods: In order to combine professional, didactic and technical expertise, a research consortium was established, teaming midwifery scientists, university didactics experts with the focus medical and media didactics (Ruhr-Universität Bochum), and the faculty of Engineering of the University of Applied Sciences Emden/Leer. As a basic principle, the digital teaching and learning concepts, as well as the technical applications are developed according to the paradigm of designed-based research [2]. Under this paradigm, systematic solutions are generated for an unsolved educational problem, using an iterative process. Besides the empirical work, theories are utilised and built. Based on the current state of scientific knowledge, first methodology concepts and technical applications are developed. These are tested with midwifery students and evaluated. Based on these findings, concepts and applications are developed further [3].

Results: At this stage, the work process for the first AR-scenario “preparing emergency tocolysis” is established and the envisaged competencies are operationalised. The first didactic-methodological planning for this scenario is completed. First AR-elements can be demonstrated.

Relevance: This research project acts on the current challenges of (academic) midwifery training and the continuing training necessities of interdisciplinary teams. Sustainable digitalised and augmented reality based applications are developed and tested for their potential in healthcare settings.

Recommendations/Conclusion: Augmented reality applications are an additional means to support the primary, as well as continuing education of midwives. In Germany, their development and utilisation are scarcely perceivable. This research project will provide important insights into whether and how these technologies can be utilised in an optimal way.

Ethics and conflicts of interest: No vote on ethics was obtained. The research was supported by external funding. There are no conflicts of interest.


Zumbach J. Problem-Based Learning in Österreich: eine Bestandsaufnahme. In: Mair M, Brezowar G, Olswoski G, Zumbach J, editors. Problem-Based Learning im Dialog. Wien: facultas; 2012. p. 15-25.
Reinmann G. Innovation ohne Forschung? Ein Plädoyer für den Design-Based Research-Ansatz in der Lehr-Lernforschung. Unterrichtswissenschaft. 2005; 1:52-69.
Hußmann S, Thiele J, Hinz R, Prediger S, Ralle B. Gegenstandsorientierte Unterrichtsdesigns entwickeln und erforschen – Fachdidaktische Entwicklungsforschung im Dortmunder Modell. In: Komorek M, Prediger S, editors. Der lange Weg zum Unterrichtsdesign: Zur Begründung und Umsetzung genuin fachdidaktischer Forschungs- und Entwicklungsprogramme. Münster u.a.: Waxmann; 2013. p. 25-42.