• Delphine Ricros and Etienne Rivière.
• Midwifery School of Bordeaux, Pellegrin Hospital, University Hospital Centre of Bordeaux, 1, place Amélie-Raba-Léon, 33000 Bordeaux Cedex, France; SimBA-S Simulation Centre, University of Bordeaux and University Hospital Centre of Bordeaux, 33 000 Bordeaux, France. Electronic address: delphine.ricros@chu-bordeaux.fr.
• Midwifery. 2018 Nov 1; 66: 10-16.

ObjectiveTo analyse midwifery teachers' pedagogic approaches to remediation for student midwives with poor clinical reasoning skills.MethodsA mixed-methods approach using a questionnaire and in-depth interviews.SettingMidwifery schools in France.ParticipantsTeachers in French midwifery schools.Measurements And FindingsA quarter of the teachers had no training in clinical reasoning. Midwifery teachers mainly identified students' clinical reasoning difficulties during clinical supervision with a non-validated tool. All teachers detected the warning signs and the main obstacles identifying student midwives with poor clinical reasoning skills along with some identifying factors favouring those difficulties. However, the remedial strategies proposed were mainly reassessment without personalised corrective learning activities.Key ConclusionsThe approach to identifying student midwives with poor clinical reasoning skills was incomplete and remedial strategies were stereotypical.Implications For PracticeMidwifery teachers should be trained to recognise their students' clinical reasoning issues to identify them early, using all types of learning activities. Remedial strategies should be implemented promptly, adapted to each student and foster the transfer of learning.Copyright © 2018 Elsevier Ltd. All rights reserved.

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