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Personalised learning in higher education for health sciences: a scoping review
Majid Ali1,2, Izyan A Wahab3, Hasniza Zaman Huri4
1Department of Basic Sciences, College of Medicine, Sulaiman Al-Rajhi University, Al- Bukayriyah, Saudi Arabia. mm.ali@sr.edu.sa.
BMC Medical Education
|July 2, 2025
Summary
Personalised learning in health sciences higher education shows promise but needs more research. This review maps current strategies, identifying gaps for future studies on effectiveness and scalability.
Area of Science:
- Health Professions Education
- Educational Technology
- Curriculum Design
Background:
- Personalised learning is gaining traction in higher education, especially health sciences, for improved engagement and outcomes.
- However, its implementation and effectiveness in health professions education require further clarification.
Purpose of the Study:
- To map the existing literature on personalised learning in health sciences higher education.
- To identify key concepts, knowledge gaps, and future research directions.
Main Methods:
- A comprehensive search of five databases (PubMed, Scopus, Google Scholar, ERIC, JSTOR) was conducted for studies from 2000-2024.
- Two reviewers screened titles, abstracts, and full texts, adhering to PRISMA-ScR guidelines.
- Eleven studies were included in a qualitative synthesis.
Main Results:
- Various personalised learning approaches were identified across medicine, nursing, pharmacy, and dentistry.
- Key themes included adaptive learning technologies, individualised feedback, and student-centred design.
- Implementation and assessment challenges were also noted.
Conclusions:
- This scoping review offers an overview of personalised learning in health sciences higher education.
- Findings suggest potential benefits but highlight the need for rigorous research on effectiveness and long-term impact.
- Future research should standardize assessment, explore technology's role, and investigate scalability.
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