Educational Innovations in Undergraduate Health Care: A Scope Review

Abstract

Higher education has undergone a series of significant transformations in recent decades, driven by advances in technology and the demands of a constantly evolving world. This scoping review investigated educational innovations in health education, guided by the transformations resulting from technological advances and the dynamic demands of contemporary society. The study was carried out based on the recommendations of the Joanna Briggs Institute (JBI) protocol and the Preferred Reporting Items for Systematic reviews and Meta-Analyses extension for Scoping Reviews (PRISMA-ScR) checklist. The search engines used were PubMed Central, Virtual Health Library (VHL) and Embase, through the Portal de Periódicos da Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) with Health Sciences Descriptors (DeCS) and Medical Subject Headings (MeSH). After reading and analyzing the 17 articles selected, three categories emerged: "Active study methodologies"; "Learning technologies"; and "Integration between active methodologies and technologies as a teaching strategy". Active study methodologies, such as problem-based and team-based learning and the use of real clinical scenarios, have been shown to be effective in promoting student involvement in the learning process. The use of learning technologies, such as virtual reality, online simulations and mobile health applications, complements and enriches health teaching. The integration of active methodologies and digital technologies is emerging as an essential strategy for health teaching in the contemporary era.