"I am no stranger to students trying to cut corners by copying and pasting from Wikipedia, but the introduction of generative AI has enabled them to cheat in startling new ways."

Held back by Covid and then phased out by AI, Britain’s so-called Neets are desperately seeking a secure future. Who will offer them hope? asks Guardian columnist John Harris

Read the latest article version by Shawn Walker, Sabrina Das, Kate Stringer, Emma Spillane, Amy Meadowcroft, Siân Davies, Jacana Bresson, Alice Hodder, Jasmine Kang, The OptiBreech Collaborative...

Background Competency-based education is globally recognized as the standard for preparing midwives to provide high-quality, evidence-based care. In 2024, Rwanda introduced a standardized, competency-based curriculum for midwifery education aligned with the International Confederation of Midwives (ICM) Essential Competencies. However, the successful implementation of this curriculum depends on the capacity of midwifery educators to deliver it effectively. Understanding faculty development needs is essential for supporting this transition. Aim To identify the specific faculty development needs of midwifery educators in Rwanda to inform strategies for strengthening their capacity to deliver competency-based education. Method A cross-sectional mixed-methods study was conducted in December 2024 using an anonymous online survey. The survey was conducted immediately following the curriculum introduction. Midwifery faculty from all eight institutions offering midwifery education in Rwanda were invited to participate. The survey included Likert-scale and open-ended questions to assess training needs across various educational domains. Quantitative data were analysed using descriptive statistics, and qualitative responses were textually analysed. Results A total of 48 out of 60 midwifery educators responded. The highest reported needs were in curriculum design and module development (79%), scientific writing (79%), management and leadership (79%), and research skills (77%). Capacity needs were also noted in clinical teaching, particularly using simulation (66%), and in the clinical environment (77%). Faculty expressed preferences for faculty development programs using blended learning with predominantly face-to-face components, and they favored intensive, short-term training formats. Conclusion Midwifery faculty in Rwanda expressed strong needs for capacity development across education, leadership, and research domains. These findings highlight the importance of targeted, context-specific faculty development initiatives. Given the shared challenges across low-resource settings, the findings may be transferable to similar contexts aiming to develop faculty development programs aligned with global standards.