To achieve 80 required vaginal births within the timeframe of the educational program, some universities arranged fourth-year students to undertake their placements in different non-educational hospitals which had high birth rates. These hospitals were not student-oriented and mostly regarded the students as workforce than learners. At these hospitals, students managed births without the supervision of an instructor, wishing to get help from staff. However, most of the staff were not eager to accept the responsibility of teaching students due to their heavy workload. The students frequently stated that the personnel made them do ward chores rather than attend the birth. These poor educational environments made participants frustrated and distressed. Besides, there were limited learning outcomes for them in these situations. One student stated that: