Patrizia Quattrocchi takes part in a university event in Bari on obstetric violence and interdisciplinary dialogue
April 19, 2026The Aesthetics of Birth and Obstetric Violence: An Interdisciplinary Reading from Art, Philosophy and Medicine
May 13, 2026One-Day Jigsaw Workshop on (Dis)Respectful Maternity Care
Based on the jigsaw training approach evaluated in:
Dagli, E., F.A. Reyhan, and A.S. Kirca, Effectiveness of training for student midwives with jigsaw technique on respectful maternity care: A randomized controlled experimental study. Nurse Educ Pract, 2025. 85:104381
Este taller está licenciado bajo la licencia Creative Commons Atribución–SinObraDerivada 4.0 Internacional (CC BY-ND 4.0). Se puede compartir el material sin modificaciones, siempre que se cite adecuadamente la autoría. No está permitido compartir material adaptado sin el permiso explícito de sus creadoras. Autoras — atribución obligatoria: Mirjam Lukasse y Enid Leren Myhre, University of South-Eastern Norway. Permisos para adaptaciones: ipov@respectfulcare.eu
Workshop Goals and Learning Outcomes
This one-day workshop uses the jigsaw cooperative learning technique to help midwifery students engage deeply with Respectful Maternity Care (RMC). The model promotes shared learning, critical thinking, peer teaching, and reflection on systems, culture, and professional practice.
Designed to fit within compressed midwifery curricula, the workshop is feasible within Norwegian educational structures and adaptable to other educational contexts.
By the end of the workshop, participants will be able to explain the key concepts of RMC, analyse evidence on women’s and healthcare providers’ experiences, understand the prevalence and consequences of disrespectful care, reflect on their national context, and propose practical strategies to promote respectful maternity care.
Workshop goals
This workshop provides a one-day learning experience using the jigsaw cooperative learning technique, as implemented and evaluated in midwifery education. The jigsaw model fosters:
• Deep engagement with complex content
• Shared responsibility for learning
• Critical thinking and peer teaching
• Reflection on systems, culture, and practice
Because midwifery curricula are highly compressed, this one-day model is specifically designed to be feasible within Norwegian programme structures — and easily adaptable for educators in other countries.
By the end of the workshop, participants will be able to:
• Define and explain the core concepts of Respectful Maternity Care (RMC).
• Analyse evidence on women’s experiences and providers’ experiences.
• Describe the prevalence of disrespect and abuse in childbirth and understand measurement challenges across contexts.
• Identify the consequences of disrespectful or abusive care for women, newborns, families, and health providers.
• Critically reflect on the relevance of international RMC concepts for their own national context — in this case, Norway.
• Propose actionable strategies for promoting respectful care in clinical practice.
• Demonstrate understanding through jigsaw teaching, group synthesis, and reflective dialogue.
Target group and group size
Para favorecer una implicación profunda dentro de la estructura jigsaw, a cada grupo de expertos se le asignará un artículo clave o material de lectura relacionado con su tema. Esto sustituye la carga de lectura de varias semanas utilizada en el estudio original sobre jigsaw y hace que el taller sea viable en un solo día.
Propósito de las lecturas
• Proporcionar a cada grupo de expertos una base sólida de evidencia.
• Garantizar que el alumnado trabaje con literatura revisada por pares y de alta calidad.
• Anclar las discusiones grupales en la investigación, los marcos internacionales y las realidades contextuales.
• Permitir que el alumnado enseñe a su grupo jigsaw con confianza y precisión.
Cómo utilizar las lecturas
• El alumnado lee el artículo asignado a su grupo de expertos durante el periodo de lectura de la mañana.
• Cada grupo identifica:
o 3 hallazgos clave.
o 1 pregunta para llevar a la discusión plenaria.
Grupo destinatario y tamaño del grupo
Este taller fue desarrollado originalmente para una cohorte de aproximadamente 40 estudiantes de matronería. Sin embargo, el modelo es flexible y puede adaptarse a diferentes entornos educativos y tamaños de grupo.
Estructura recomendada
• 6 grupos de expertos, cada uno compuesto por 6–7 estudiantes.
• Una segunda fase en la que el alumnado se reorganiza en 6 grupos jigsaw, con cada estudiante representando un tema experto.
Expert groups
To support deep engagement within the jigsaw structure, each expert group will be assigned one key article or reading material related to its theme. This replaces the multi-week reading load used in the original jigsaw study and makes the workshop feasible within a single day.
Purpose of the readings
• Provide each expert group with a solid evidence base
• Ensure that students work with high-quality, peer-reviewed literature
• Anchor group discussions in research, international frameworks, and contextual realities
• Enable students to teach their jigsaw group with confidence and accuracy
How to use the readings
• Students read the article assigned to their expert group during the morning reading period.
• Each group identifies:
3 key findings
1 question to take forward to the plenary discussion
Jigsaw groups
After completing the expert group phase, students reassemble into jigsaw groups, ensuring that each group includes one representative from each expert theme.
In the jigsaw groups, students will:
• Teach their expert topic in a concise 3–5-minute segment.
• Discuss and compare how the themes relate to one another.
• Prepare a brief group presentation for the plenary session.
This phase is essential to the jigsaw model, as it enables students to integrate all topic areas and demonstrate comprehensive understanding. In alignment with the jigsaw approach described in the article, it is the jigsaw groups that present in the plenary session, not the expert groups.
Schedule overview
Workshop activity
09.00–09.20 Welcome, introduction, and pre-workshop Mentimeter
• Introduction to RMC, IPOV, and the workshop purpose
• Explanation of the jigsaw technique
• Mentimeter pre-session questions:
Word cloud: “What comes to mind when you think of respectful maternity care?”
Likert scale: “How confident do you feel explaining RMC?”
Open question: “What do you believe are the main barriers to RMC in your country?”
09.20–10.00 Individual reading and reflection
Students read the selected materials and prepare key points for their expert groups.
10.00–11.15 Expert groups — Jigsaw Phase 1
Students are assigned to expert groups.
Each group agrees on:
• 3 key findings
• 1 question for discussion
• A simple visual aid — slide or paper — for teaching their jigsaw group
11.15–11.30 Break
11.30–12.30 Jigsaw groups — Jigsaw Phase 2
Students reorganise into jigsaw groups, ensuring that all expert themes are represented.
Process:
• Each student teaches their expert theme — 5–7 minutes each.
• The group constructs a collective poster:
“What RMC means for us as future midwives”
12.30–13.15 Lunch
13.15–14.15 Plenary presentations
Each group presents its poster — 5 minutes + short Q&A.
14.30–15.00 Post-workshop Mentimeter, final reflections, and closing
Key questions from the morning are repeated:
• Word cloud: “What do you think RMC means now?”
• Likert scale: “How confident are you explaining RMC?”
• Open question: “Name one action you will take as a midwife to promote respectful care.”
This allows visible documentation of changes in learning and reflection.
Suggestions for adaptations
This workshop is designed to be adapted to different educational settings and group sizes.
Group size
• Small cohorts — 10–15 students: reduce the workshop to 3–4 expert themes.
• Large cohorts — 60–120 students: run parallel jigsaw groups.
Theme modification
Depending on the context, themes can be substituted. Possible additional themes include:
• Legal frameworks and human rights
• Violence, discrimination, and obstetric racism
• Community and companion involvement
• Indigenous or minority perspectives
• Facility- or system-level determinants
• Restorative justice approaches
Context adaptation
Educators should replace the “national context” theme with locally relevant issues, such as:
• Workforce shortages
• Caesarean section rates
• Gender norms or power structures
• Documentation and consent processes
• Resource variability
• Experiences of marginalised populations
Materials needed
• Printed or digital articles
• Markers, paper, or digital collaboration tools
• Mentimeter or another polling tool
• A room suitable for group work
Suggested articles: one article per expert group
Expert Group 1 – Women’s perspectives
Keedle, H., Keedle, W., & Dahlen, H. G. (2024). Dehumanized, Violated, and Powerless: An Australian Survey of Women’s Experiences of Obstetric Violence in the Past 5 Years. Violence Against Women, 30(9), 2320–2344.
Expert Group 2 – Health professionals’ perspectives
Haghdoost, S., et al. (2024). Midwives’ experience of respectful maternity care (RMC) globally: A meta-synthesis. Nursing Ethics, 31(5), 951–979.
Expert Group 3 – Definitions
Bohren, M. A., Tuncalp, O., & Miller, S. (2020). Transforming intrapartum care: Respectful maternity care. Best Practice & Research Clinical Obstetrics & Gynaecology, 67, 113–126.
Expert Group 4 – Prevalence, measurement, and who is most affected
Shuman, H. L., et al. (2023). Approaches and geographical locations of respectful maternity care research: A scoping review. PLOS ONE, 18(8), e0290434.
Expert Group 5 – Consequences of disrespectful care
Ortiz-Esquinas, I., et al. (2025). Relationship between the perception of disrespectful treatment and abuse during childbirth and the risk of postpartum post-traumatic stress disorder: A PPQ-based study. Frontiers in Global Women’s Health, 6, 1568446.
Expert Group 6 – Norwegian / high-income country women’s perspectives
van der Pijl, M. S. G., et al. (2022). Disrespect and abuse during labour and birth amongst 12,239 women in the Netherlands: A national survey. Reproductive Health, 19(1), 160.
El proyecto IPOV RESPECTFULCARE ha recibido financiación del programa HORIZON-MSCA-2022-Staff Exchange de la Unión Europea. No obstante, las opiniones y puntos de vista expresados son únicamente los de sus autoras y no reflejan necesariamente los de la Unión Europea ni los de la Agencia Ejecutiva Europea de Investigación (REA). Ni la Unión Europea ni la autoridad concedente pueden ser consideradas responsables de ellos.
