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This study developed evidence-based standards for scaffolding in health sciences education. These principle-based standards aim to guide and enhance learning support strategies across health science programs.

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Area of Science:

  • Health Sciences Education
  • Curriculum Development
  • Pedagogical Standards

Background:

  • Health sciences programs require robust scaffolding for complex learning.
  • Current scaffolding approaches are fragmented and lack integration across curricula.
  • No established standards exist for scaffolding in health sciences education.

Purpose of the Study:

  • To develop consensus-based standards for scaffolding in health sciences programs.
  • To address the need for a unified approach to scaffolding integration.

Main Methods:

  • Utilized an online modified Delphi technique following CREDES guidelines.
  • Conducted an integrative review to synthesize evidence on scaffolding.
  • Convened an international expert panel for refinement and validation.
  • Employed descriptive and qualitative analyses for consensus and divergent views.

Main Results:

  • Achieved consensus on four overarching standards and 27 criteria.
  • Standards cover structuring activities, scaffolding resources, program structure, and instructional strategies.
  • Involved 22 international experts with extensive experience in health sciences education.

Conclusions:

  • Developed principle-based standards to direct and support scaffolding practices.
  • Standards facilitate contextually sensitive scaffolding at macro, meso, and micro levels.
  • Offers a framework for enhancing curriculum design and implementation in health sciences.