![]() Additionally, the complexity of the disciplinary knowledge and skills in health sciences education necessitates scaffolding strategies. Adoption of student-centred approaches in health sciences education increases the need for scaffolding for competency development. The literature over the last decade revealed a general adoption of student-centred approaches to education with variable outcomes. There is global consensus in advocating for the adoption of student-centred approaches for health sciences education. In health sciences education, problem solving integrates both cognitive strategies and execution of psychomotor skills. Modelling, knowledge application, scaffolding, and student achievement of mastery are necessary interventions to achieve internalisation and automatisation of knowledge. Fading, a gradual withdrawal of educators’ support, promotes a seamless transition of students across the ZPD, ultimately enabling the transfer of the responsibility of learning to the student. The ZPD is influenced and informed by the curriculum, the educational programme, and the teaching and learning activities. Vygotsky defined the ZPD as “the distance between students’ actual development as determined by independent problem-solving abilities and the students’ potential development as determined by problem solving with the assistance of a more capable peer or instructor”. ![]() The educator must be aware of students’ existing knowledge to design and employ appropriate learning activities that support the students past their zone of proximal development (ZPD), as conceptualised by Vygotsky. Social constructivism underpins student-centred learning approaches, entailing interaction between the students and the educator in creating knowledge. Scaffolding is an essential element of student-centred learning approaches. The concept has broadened to include scaffolding support that is presented as a designed or pre-planned structure applied at macro and meso-curriculum, in addition to dynamic, contingent, adjustable support commonly described as instructional scaffolding, critical to enhance learning during educator – student(s) interactions. define scaffolding as temporary support provided by an educator to aide students in completing a learning task that would prove difficult without such support. Through scaffolding, educators support students’ learning by breaking down tasks and providing “just-in-time” strategies to enhance learning. ![]() Students in health sciences programmes should be supported to adapt to the demands of learning complex skills and knowledge in constantly changing platforms, such as dynamic and evolving healthcare systems.
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