ReviewAdvances in medical education and practice2026
Personalized Learning in Health Professions Education: A Comprehensive Review.
Review in Advances in medical education and practice, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
0 citing papers in PubMed.
No citing paper in PubMed yet.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
11 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
In response to the limitations of traditional one-size-fits-all models, health professions education is increasingly adopting personalized learning approaches that recognize individual learner differences. This review examines personalized learning in health professions education, focusing on its key principles, implementation strategies, and impact on learning outcomes. Literature searches were performed using PubMed, Scopus, and Google Scholar using specific keywords: "Personalized learning; Health professions education; education, Key principles; strategies for fostering personalized learning, learning outcomes; were reviewed by the authors. The key principles of personalized learning in health professions education centres are based on learner agency, learner-centeredness, self-Regulated learning and metacognition, and mastery-driven instruction tailored to individual needs. These strategies for implementing personalized learning include curriculum design, instructional methodologies, assessment methods, faculty development, and the integration of real-world clinical scenarios. Studies included in the current review have suggested several strategies to foster personalized learning in health professions education. The implementation of these strategies will enhance educational outcomes by improving knowledge retention, increasing learner engagement, strengthening overall academic performance, and better preparing students for clinical practice. In conclusion, Personalized learning in health professions education integrates learner-centered principles with competency-based progression, adaptive instruction, and continuous feedback to create responsive academic and clinical training environments. When implemented through structured curricular and assessment strategies, it enhances engagement, knowledge retention, clinical skill development, and long-term professional competence.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.