Background
Personalised learning is an educational approach that tailors the teaching and learning process to the individual needs and preferences of learners [
1‐
3]. This approach is rooted in the constructivist theories of education, emphasising the importance of active, self-directed learning, and the development of personalised learning pathways. It has gained considerable attention in recent years as educators and researchers recognise the importance of addressing the diverse needs of students in order to improve learning outcomes [
4]. In higher education, the traditional one-size-fits-all teaching methods may not be effective for all students, as they often fail to accommodate individual differences in learning styles, abilities, and interests [
5]. Advances in educational technology, such as learning management systems, adaptive learning platforms, and learning analytics, have further facilitated the implementation of personalised learning in various educational contexts [
6,
7].
The concept of personalised learning can be traced back to the early twentieth century when educational theorists like John Dewey emphasised the importance of individualised instruction [
8]. Since then, numerous definitions and models of personalised learning have emerged, reflecting the diverse perspectives and approaches to implementing this concept in educational settings [
1]. In general, personalised learning can be characterised by the customization of learning activities, materials, and assessments to meet the unique needs and preferences of individual learners [
9]. This may involve the use of digital technologies, such as adaptive learning platforms, to provide real-time feedback and tailor instructional content based on student performance and progress [
10]. Some studies leveraged learning analytics to gain meaningful insights into learning processes and student development [
11,
12]. In their work, Gašević and colleagues tackled the difficulties and concerns linked to the real-world implementation of learning analytics in educational research, aiming to capture its lasting effects on student learning and teaching methods [
11]. They emphasised the potential of analytics to provide personalised feedback, facilitate decision-making, and enhance overall learning outcomes. Siemens delved into the theoretical foundations, methodologies, and practical applications of learning analytics [
12]. He emphasised the significance of analytics in analysing large volumes of educational data and extracting valuable insights to inform decision-making, instructional design, and personalised learning approaches.
The potential benefits of personalised learning in higher education have been widely acknowledged in the literature. For instance, personalised learning has been associated with improved student engagement, satisfaction, and retention rates, as well as increased academic performance and the development of critical thinking and problem-solving skills [
13,
14]. Moreover, personalised learning can help address the needs of diverse student populations, including those with learning disabilities, English language learners, and nontraditional students [
15,
16]. Alamri and colleagues conducted a study which explored the implementation and effectiveness of personalised learning environments in higher education [
17]. The authors emphasised the potential of personalised learning to tailor the instructions according to individual learners’ preferences, needs, and learning styles. The study highlighted positive outcomes such as increased student engagement, motivation, and improved learning outcomes resulting from the adoption of personalised learning. Several studies have reported positive outcomes associated with personalised learning interventions, such as improved self-regulation, metacognitive skills, and learning outcomes [
3,
4,
15,
18,
19]. Despite these potential benefits, there are also challenges and limitations associated with personalised learning, such as the cost and complexity of implementing adaptive learning technologies, the potential for an increased digital divide, and concerns regarding student privacy and data security [
6,
7]. Moreover, the literature on personalised learning in health sciences higher education remains scattered and heterogeneous, with various definitions, models, and methods being proposed and implemented across different fields and disciplines [
1].
Given the potential of personalised learning to address the challenges and opportunities of contemporary higher education, there is a need for a comprehensive and structured synthesis of the available evidence on this topic. Despite the competitive courses offered in health sciences, the knowledge of personalised learning in higher education remains scarce and limited. The in-depth knowledge and understanding of personalised learning can enhance the learning strategy methods and hence alleviate the challenging nature of health sciences courses and thus diminish students’ attrition rate. Scoping reviews are a suitable methodology for this purpose, as they aim to identify and map the key concepts, theories, and sources of evidence in a given research area, providing a broad overview of the literature and identifying research gaps [
20,
21]. Therefore, this scoping review aims to identify the current literature on personalised learning in higher education for health sciences (medicine, pharmacy, nursing, dentistry, physiotherapy, and radiology), including its definition, implementation, benefits, and limitations.
Objectives
The primary objectives of this scoping review are as follows:
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Identify definitions of personalised learning in the health sciences higher education context.
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Examine the implemented strategies of personalised learning and their evaluation (including topics/fields related to personalised learning) in the health sciences higher education context.
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Outline the benefits and limitations of personalised learning in the health sciences higher education context.
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Discuss the implications of personalised learning in the health sciences higher education context.