Background: Although effective clinical teaching realistically improves learners to be competent, in Ethiopia only 31.6% of midwifery graduates have passed the national proficiency standard for graduation. Likewise, research evidence is lacking on effective clinical teaching practice of midwifery educators in Ethiopia.
Objective: This study aimed to assess effective clinical teaching practice and associated factors among midwifery educators in public universities of Ethiopia.
Methods: Institution-based cross-sectional study was conducted in April 2019 on 424 midwifery educators selected by simple random sampling technique. Data were collected through email by using a semi-structured, pretested, self-administered questionnaire, entered into Epi-data version 4.2, and analyzed by SPSS version 23. Bivariate and multivariable logistic regression analyses were done to test the association. The odds ratio at 95% confidence interval (CI) and P-value < 0.05 were used to ascertain statistical significance.
Results: Only 178 (47.3%) of participants had effective clinical teaching practice. Clinical teaching experience (AOR= 4.72; 95% CI=1.97, 11.29), training on higher diploma in teaching profession (AOR=2.78; 95% CI=1.61, 4.82), clinical teaching workshop (AOR=4; 95% CI=1.98, 8.05), students per clinical unit (AOR= 3.71; 95% CI= 1.66, 8.26), giving objectives of clinical learning for students (AOR= 4.74; 95% CI=2.43, 9.25), using performance-based assessment tool (AOR =1.82; 95% CI=1.04, 3.16) and having good interest in clinical teaching (AOR=8.63; 95% CI=2.91, 25.56) were factors positively associated with effective clinical teaching practice.
Conclusion: Less than half of midwifery educators of Ethiopian Public Universities had effective clinical teaching practice. The educators’ clinical teaching experience, training, and adherence to clinical teaching standards were identified to affect effective clinical teaching positively. Therefore, educators should adhere to the standards for effective clinical teaching and receive training on effective teaching.



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埃塞俄比亚公立大学助产教育者的有效临床教学实践及相关因素：基于机构的横断面研究

背景：虽然有效的临床教学实际上可以提高学习者的能力，但在埃塞俄比亚，只有 31.6% 的助产毕业生通过了国家毕业水平标准。同样，埃塞俄比亚助产教育者的有效临床教学实践也缺乏研究证据。
目的：本研究旨在评估埃塞俄比亚公立大学助产教育者的有效临床教学实践和相关因素。
方法：2019 年 4 月对通过简单随机抽样技术选择的 424 名助产士教育工作者进行了基于机构的横断面研究。使用半结构化、预先测试、自我管理的问卷通过电子邮件收集数据，输入 Epi-data 4.2 版，并使用 SPSS 23 版进行分析。进行双变量和多变量逻辑回归分析以测试关联。95% 置信区间 (CI) 和 P 值 < 0.05 的优势比用于确定统计学意义。
结果：只有 178 人（47.3%）的参与者进行了有效的临床教学实践。临床教学经验（AOR= 4.72; 95% CI=1.97, 11.29），教学专业高级文凭培训（AOR=2.78; 95% CI=1.61, 4.82），临床教学工作坊（AOR=4; 95% CI= 1.98, 8.05)，每个临床单位的学生 (AOR= 3.71; 95% CI= 1.66, 8.26)，为学生制定临床学习目标 (AOR= 4.74; 95% CI=2.43, 9.25)，使用基于绩效的评估工具(AOR =1.82; 95% CI=1.04, 3.16)和对临床教学有良好的兴趣(AOR=8.63; 95% CI=2.91, 25.56)是与有效临床教学实践正相关的因素。
结论：埃塞俄比亚公立大学的助产教育工作者中只有不到一半的人拥有有效的临床教学实践。确定了教育工作者的临床教学经验、培训和对临床教学标准的遵守对有效的临床教学产生积极影响。因此，教育工作者应坚持有效临床教学的标准，接受有效教学的培训。