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

This scoping review identifies current evidence on hybrid learning in health sciences education, categorizing competence development into knowledge, skills, attitudes, and pedagogical approaches. It emphasizes the importance of educators’ competence and calls for research on long-term impacts.

Sepideh Petäistö; K. Mikkonen; H. Kuivila; J. Juntunen; E. Jarva; S. Pramila-Savukoski· Scandinavian Journal of Educational Research· 2025· DOI 10.1080/00313831.2025.2516448

The core problem

The integration of hybrid learning—combining synchronous online and face-to-face instruction—has become increasingly prevalent in higher education, particularly in health sciences where practical competence is essential. This scoping review aimed to identify current evidence on how hybrid learning is used to develop health sciences students’ competence within higher education. Conducted in February 2024, the review follows the Joanna Briggs Institute guidelines to map the existing literature and identify gaps. The research question guiding this review was: How is hybrid learning being utilized to develop health sciences students’ competence in social and health sectors within higher education? The review focuses on original studies published before February 2024, providing a comprehensive overview of the field.

Innovation

A scoping review was conducted following the Joanna Briggs Institute guidelines. A systematic search was performed in February 2024 across five databases: ProQuest, PubMed, Scopus, MEDIC, and CINAHL. The search strategy included keywords related to hybrid learning, health sciences students, and competence development. All original studies published before February 2024 were considered for inclusion. Studies were screened based on predefined inclusion criteria, and ten studies were ultimately selected for narrative synthesis. The data extraction process focused on study characteristics, hybrid learning interventions, and outcomes related to competence development. The narrative synthesis approach allowed for the categorization of findings into key themes, providing a structured overview of the evidence.

Introduction

The integration of hybrid learning—combining synchronous online and face-to-face instruction—has become increasingly prevalent in higher education, particularly in health sciences where practical competence is essential. This scoping review aimed to identify current evidence on how hybrid learning is used to develop health sciences students’ competence within higher education. Conducted in February 2024, the review follows the Joanna Briggs Institute guidelines to map the existing literature and identify gaps. The research question guiding this review was: How is hybrid learning being utilized to develop health sciences students’ competence in social and health sectors within higher education? The review focuses on original studies published before February 2024, providing a comprehensive overview of the field.

Why it matters

The findings indicate that hybrid learning can support competence development in health sciences education, but its effectiveness depends on various factors. Students appreciate the flexibility of hybrid learning, which allows for a balance between online and face-to-face instruction. However, educators’ competence in managing technical challenges and employing appropriate pedagogical methods is critical. The review highlights the need for further research to explore the long-term impacts of hybrid teaching and to maximize its effectiveness in competence development. The four themes identified provide a framework for understanding how hybrid learning contributes to knowledge, skills, and attitudes, but also point to gaps in the literature, such as the lack of longitudinal studies and the need for more robust evidence on skills development in hybrid settings. Future research should focus on designing hybrid learning environments that effectively integrate both online and face-to-face components to foster comprehensive competence.

Who should read this

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