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Using hybrid teaching to develop health sciences students’ competence in social and health sectors within higher education – a scoping review

Year: 2025

Type: article

Abstract: The aim of this scoping review was to identify current evidence on how hybrid (synchronous online and face-to-face) learning is being used to develop health sciences students’ competence within higher education. A scoping review was conducted following the guidelines for the Joanna Briggs Institute. The search was conducted in databases ProQuest, PubMed, Scopus, MEDIC and CINAHL in February 2024. All original studies published before February 2024 were included. Ten studies were chosen for the narrative synthesis. The evidence on competence development using hybrid learning was categorised into four key themes: knowledge acquisition, skills development, attitudes, and pedagogical approach supporting competence development. While students value the flexibility of hybrid learning, educators’ competence in addressing technical challenges and leveraging pedagogical methods is crucial for facilitating the development of students’ competence. There is need for further research to explore the long-term impacts of hybrid teaching maximising the effectiveness of competence development.

Source: Scandinavian Journal of Educational Research

DOI: 10.1080/00313831.2025.2516448

Authors: Sepideh Petäistö, Kristina Mikkonen, Heli-Maria Kuivila, Jonna Juntunen, Erika Jarva, Sari Pramila-Savukoski

Institutions: University of Oulu, Oulu University Hospital, Lapland University of Applied Sciences

Language: English

Topic: Online and Blended Learning

Subfield: Education

Field: Social Sciences

Domain: Social Sciences

SDG: Quality education

Open Access status: hybrid

Funder: Oulun Yliopisto