Innovating handoff communication training: A scoping review

To identify innovative educational interventions aimed at developing competencies in structured communication during clinical handover.

Health education is undergoing an accelerated transformation driven by emerging technologies such as artificial intelligence, virtual reality and disruptive educational strategies. This process fosters meaningful learning in competencies that are essential for complex clinical settings. Among these, effective communication is particularly critical-especially during handover, the most frequent and vulnerable clinical process-playing a key role in patient safety. Nevertheless, its teaching remains limited and inconsistent.

A scoping review was conducted following the PRISMA-ScR guidelines.

Seven databases (PubMed, BVS, ProQuest Psychology, Scopus, ERIC, IEEE Xplore and ACM Digital Library) were searched for studies published between 2019 and 2024, with no language restrictions. Two independent teams of reviewers conducted the selection and data extraction. A qualitative rubric was developed to analyse innovation across pedagogical design (through active, hybrid and personalised learning approaches) and in the transformative use of digital technologies.

Eleven studies were included. All incorporated active learning methodologies; however, no intervention integrated artificial intelligence, one used virtual reality and two included personalised feedback. One intervention was classified as highly innovative, two as relevant and eight as moderately innovative. Interventions targeting students exhibited higher levels of innovation.

Overall, the findings demonstrate a widespread use of active methodologies, yet challenges remain in terms of technological integration, hybrid learning environments and personalisation of learning. The absence of artificial intelligence represents a missed opportunity, given its internationally recognised potential in educational settings.