Medicine, Nursing and Health Curriculum and Pedagogy

Contemporary curriculum and pedagogy in medicine, nursing and health professions integrate evidence-based frameworks, innovative instructional technologies and interprofessional collaboration to prepare graduates for complex healthcare environments. Core elements include competency-based learning models that define clear practice outcomes, active methodologies—such as problem-based, team-based and case-based learning—and simulation with high-fidelity manikins, virtual reality or 3D-printed models to bridge theory and practice. Blended learning designs combine online modules and face-to-face skills laboratories, while adaptive platforms and learning management systems personalise content and pacing. Early clinical exposure and longitudinal patient follow-up reinforce patient-centred practice, and structured assessments ensure readiness through both formative feedback and summative gateways. Global imperatives—such as addressing workforce shortages, reducing health disparities and promoting cultural competence—drive curricular reforms that emphasise public health, digital literacy and sustainability. Together, these pedagogical strategies cultivate reflective practitioners empowered to innovate, collaborate and lead in evolving health systems.

Research from Nature Portfolio

Recent controlled studies have quantified the value of additive manufacturing and digital modalities in anatomy education. In a randomised trial of coloured skull replicas, learners using 3D-printed models outperformed peers studying cadaveric specimens or atlases in hands-on laboratory tests and achieved faster identification of anatomical structures. Complementary multi-centre research compared traditional dissection, prosections, plastic models and interactive 3D software for musculoskeletal anatomy. While dissection and 3D software groups attained similar mastery in spatial knowledge, the 3D cohort reported lower stress and increased satisfaction. These findings highlight the reproducibility, cost-effectiveness and learner acceptance of 3D-printed and virtual resources as scalable adjuncts to conventional anatomy pedagogy.

Medicine, Nursing and Health Curriculum and Pedagogy publication trend

The graph below shows the total number of articles in medicine, nursing and health curriculum and pedagogy across all publications each year (not limited to Nature Index journals).

Technical terms

Additive manufacturing (3D printing): A layer-by-layer fabrication method that creates physical anatomical models from digital designs for hands-on learning.

Virtual reality (VR): A computer-generated immersive environment experienced via head-mounted displays, enabling interactive simulation of clinical scenarios.

Blended learning: A pedagogical approach that combines online instructional materials and activities with in-person workshops or laboratory sessions.

Team-based learning (TBL): A structured active-learning pedagogy in which learners complete preparatory work, take individual and team readiness assurance tests, then engage in application exercises.

Readiness assurance test: A formative assessment step in TBL conducted individually and then in teams to ensure mastery of pre-class materials before application tasks.

References

1. Looking Back on Digital Medical Education Over the Last 25 Years and Looking to the Future: Narrative Review. Journal of Medical Internet Research (2024).
2. A systematic review of the factors – enablers and barriers – affecting e-learning in health sciences education. BMC Medical Education (2020).
3. Team-based learning: design, facilitation and participation. BMC Medical Education (2020).
4. The role of three-dimensional printed models of skull in anatomy education: a randomized controlled trail. Scientific Reports (2017).
5. Musculoskeletal anatomy: evaluation and comparison of common teaching and learning modalities. Scientific Reports (2021).