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

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.