Didactic innovation based on competencies in experimental sciences for health training: scope review
Keywords:
didactic innovation, health education, competency-based approach, active methodologies, simulation; ICT, inclusion, UDLAbstract
The teaching of experimental sciences in health sciences programs is shaped by technological transformations, patient safety requirements, and expectations of professional performance. This has driven the adoption of competency-based curricula and active methodologies in medicine, nursing, and related fields. A scoping review of literature indexed in Scopus (2018–2022) was conducted, complemented by key sources on ICT integration, problem- and project-based learning, simulation, gamification, transversal competencies, and inclusive approaches (Universal Design for Learning, UDL). The review considered both empirical studies and literature reviews focused on laboratory settings and basic/biomedical courses within health education. Findings suggest that problem- and case-based learning, collaborative work with programmatic assessment, and simulation—including virtual reality—enhance clinical reasoning, decision-making, and self-regulated learning. The integration of ICT and virtual environments provides flexibility and pedagogical continuity; however, its effectiveness depends on faculty training and institutional infrastructure. Gamification is associated with increased motivation and engagement when aligned with learning outcomes and assessment strategies. Gaps remain in the evaluation of transversal competencies, as well as in accessibility and inclusion through universal design.
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