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  <Article>
    <Journal>
      <PublisherName>journal-jmsr</PublisherName>
      <JournalTitle>Journal of Medical and Surgical Research</JournalTitle>
      <PISSN>I</PISSN>
      <EISSN>S</EISSN>
      <Volume-Issue>Vol. XII, n 3</Volume-Issue>
      <PartNumber/>
      <IssueTopic>Multidisciplinary</IssueTopic>
      <IssueLanguage>English</IssueLanguage>
      <Season>March 2026</Season>
      <SpecialIssue>N</SpecialIssue>
      <SupplementaryIssue>N</SupplementaryIssue>
      <IssueOA>Y</IssueOA>
      <PubDate>
        <Year>-0001</Year>
        <Month>11</Month>
        <Day>30</Day>
      </PubDate>
      <ArticleType>JMSR Medical Education</ArticleType>
      <ArticleTitle>Evaluating Educational Interventions for Infection Prevention in Maternity Care: A Systematic Review Using Kirkpatrick__ampersandsignrsquo;s Model</ArticleTitle>
      <SubTitle/>
      <ArticleLanguage>English</ArticleLanguage>
      <ArticleOA>Y</ArticleOA>
      <FirstPage>1551</FirstPage>
      <LastPage>1556</LastPage>
      <AuthorList>
        <Author>
          <FirstName>Meryem</FirstName>
          <LastName>Mafhoum</LastName>
          <AuthorLanguage>English</AuthorLanguage>
          <Affiliation/>
          <CorrespondingAuthor>N</CorrespondingAuthor>
          <ORCID/>
          <FirstName>Othmane</FirstName>
          <LastName>Elharmouchi</LastName>
          <AuthorLanguage>English</AuthorLanguage>
          <Affiliation/>
          <CorrespondingAuthor>Y</CorrespondingAuthor>
          <ORCID/>
          <FirstName>Saida Er</FirstName>
          <LastName>Rida</LastName>
          <AuthorLanguage>English</AuthorLanguage>
          <Affiliation/>
          <CorrespondingAuthor>Y</CorrespondingAuthor>
          <ORCID/>
          <FirstName>Hicham</FirstName>
          <LastName>Harhar</LastName>
          <AuthorLanguage>English</AuthorLanguage>
          <Affiliation/>
          <CorrespondingAuthor>Y</CorrespondingAuthor>
          <ORCID/>
          <FirstName>Mohammed Hassan</FirstName>
          <LastName>Alami</LastName>
          <AuthorLanguage>English</AuthorLanguage>
          <Affiliation/>
          <CorrespondingAuthor>Y</CorrespondingAuthor>
          <ORCID/>
        </Author>
      </AuthorList>
      <DOI/>
      <Abstract>Background: Healthcare-associated infections (HAIs) remain a major patient safety concern in maternity care, where mothers and newborns are particularly vulnerable. While training of healthcare professionals is widely recognized as a key component of infection prevention and control (IPC), existing studies have predominantly focused on clinical outcomes, with limited attention to the pedagogical design and educational evaluation of training interventions.&#13;
&#13;
Methods:A systematic review was conducted in accordance with the PRISMA 2020 guidelines. PubMed, ScienceDirect, the Cochrane Library, and Google Scholar were searched for studies published between January 2000 and December 2024. Eligible studies evaluated educational or training interventions related to infection prevention in maternity or obstetric settings and reported educational outcomes. Data were extracted and synthesized using a narrative thematic approach. Educational outcomes were classified according to Kirkpatrick__ampersandsignrsquo;s four-level evaluation model.&#13;
&#13;
Results: Fourteen studies met the inclusion criteria. Training interventions employed a range of pedagogical approaches, including lectures, workshops, simulation-based education, and blended learning. Interactive and experiential methods were more frequently associated with positive learning and behavioral outcomes than didactic approaches alone. Only a subset of studies explicitly integrated educational or behavioral theories, such as Adult Learning Theory, Social Cognitive Theory, or the Health Belief Model. Most studies assessed outcomes at Kirkpatrick Level 2 (learning) and Level 3 (behavior), while learner reactions (Level 1) and long-term organizational or patient-level outcomes (Level 4) were infrequently evaluated. Considerable variability was observed in evaluation tools, with limited use of validated educational instruments.&#13;
&#13;
Conclusion: This review demonstrates that the effectiveness of infection prevention training in maternity care depends largely on pedagogical quality and evaluation strategies, rather than training exposure alone. Theory-informed, interactive educational interventions combined with structured evaluation frameworks are essential to enhance learning, promote sustainable behavior change, and support maternal and neonatal safety. Future research should prioritize standardized and longitudinal educational evaluation to strengthen evidence-based training in health professions education.</Abstract>
      <AbstractLanguage>English</AbstractLanguage>
      <Keywords>Educational evaluation, Healthcare-associated infections, Health professions education, Infection prevention training, Maternity care, Pedagogical methods.</Keywords>
      <URLs>
        <Abstract>https://www.journal-jmsr.net/ubijournal-v1copy/journals/abstract.php?article_id=16209&amp;title=Evaluating Educational Interventions for Infection Prevention in Maternity Care: A Systematic Review Using Kirkpatrick__ampersandsignrsquo;s Model</Abstract>
      </URLs>
      <References>
        <ReferencesarticleTitle>References</ReferencesarticleTitle>
        <ReferencesfirstPage>16</ReferencesfirstPage>
        <ReferenceslastPage>19</ReferenceslastPage>
        <References/>
      </References>
    </Journal>
  </Article>
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