Abstract
Midwifery, considered one of the oldest professions, has long been deeply regarded as a womanโs work and is traditionally female-dominated. Since the profession closely focuses on female reproductive health, pregnancy, and childbirth, it is assumed that maternal caregiving is uniquely a maternal role. However, current shifts in the healthcare workforce present opportunities for gender inclusivity, including the integration of male midwives. This study delved into the experiences of male midwifery students in their clinical practicum as they transitioned from exclusion to inclusion, including the different supports provided to them. Using a descriptive phenomenological approach, ten male midwifery students from the University of Eastern Pangasinan and Urdaneta City University participated in semi-structured interviews. Data analysis was conducted using Colaizziโs Method. The students reported ongoing barriers in maternal care environments, limited practical experience that hindered case completion, and pressure on their professional identity, which caused self-doubt and a desire to overperform. These issues led to emotional distress, low morale, and fear, eventually affecting their sense of vocation and commitment. Support from family, peers, faith, and self-motivation acted as a protective barrier. Conversely, institutional and clinical support was often seen as insufficient and inconsistent. Despite these obstacles, the students persisted, driven by their passion and sense of purpose. Nonetheless, their persistence highlights endurance rather than effective clinical systems. The study suggests implementing formal gender-sensitivity training for staff, equitable case distribution, and psychosocial support within the midwifery curriculum, aligned with the gender-inclusive education standards set by CHED Memorandum Order (CMO) No. 3, series of 2023.
Keywords: Male Midwifery Students, Gender-Based Exclusion, Gender Inclusivity, Clinical Practicum, Descriptive Phenomenology, Professional Identity, Cmo No.3 Series Of 2023,
1. Introduction
Midwifery has long been considered one of the oldest health professions, which was mostly understood as care given to women by women. That assumption has changed and shifted. As the call for diversity and inclusivity resonates in many industries, healthcare programs are no exception. For instance, enrollment in the Bachelor of Science in Midwifery (BSM) programs, predominantly enrolled in by females, has a small but steadily growing number of male enrollees. The presence of male students in midwifery classrooms challenges the norms that defined the identity of the profession for generations. However, the tension and challenge are heavily experienced in clinical training.
2. Results
Anchored on the studyโs two research questions, the analyses produced two (2) sets of themes accordingly. The first set focuses on the lived experiences of the male students, while the second set centers on the formal and informal forms of support in relation to their clinical experiences. Student numbers were used as pseudonyms throughout the study. Moreover, answers originally provided in Filipino were translated to English for consistency and readability
3. Conclusion
Male midwifery students in this study experienced their clinical practicum as a continuing negotiation for space, legitimacy, and belonging within a profession still organized, in practice if not in policy, around the assumption that maternal care is women's work.
References
[1] Arundell, F., Peters, K., & Sheehan, A. (2024). Professional identity: Students' learning from the attributes and behaviours of midwives on clinical placement. Women and Birth, 37(5), Article 101657. https://doi.org/10.1016/j.wombi.2024.101 657
[2] Boakye, D. S., Amoah, V. M. K., & Amoah, C. (2024). Perceptions and attitudes of women in the perinatal period towards male midwives in a rural district of Ghana: A descriptive, exploratory qualitative study. BMJ Open, 14(2), Article e070841. https://doi.org/10.1136/bmjopen-2022- 070841
[3] Braun, V., & Clarke, V. (2021). Thematic analysis: A practical guide. SAGE Publications.
[4] Colaizzi, P. F. (1978). Psychological research as the phenomenologist views it. In R. S. Valle & M. King (Eds.), Existential-phenomenological alternatives for psychology (pp. 48-71). Oxford University Press.
[5] Commission on Higher Education. (2023). CHED Memorandum Order No. 3, Series of 2023: Revised policies, standards, and guidelines for the Bachelor of Science in Midwifery program. https://ched.gov.ph/2023-chedmemorandum-orders/
Full reference list available in the PDF version.