Applying social constructivist learning theory in health professions education: from Vygotsky to the modern clinical classroom

Abstract

Background: Social constructivist learning theory (SCT) emphasises that knowledge is actively built through social interaction and collaboration. Although widely referenced across health professions education (HPE), its theoretical basis is often poorly articulated. This narrative review outlines SCT’s origins and key concepts, critically examines evidence for and against its use, and illustrates practical applications in modern clinical education.

Methods: Targeted narrative review of core concepts and philosophical foundations of Social Constructivism Theory (SCT), followed by an evidence-based appraisal of strengths, limitations, and educational implications.

Findings: This was organised into two explicit sections, Key Concepts and Theory and Evidence-Based Evaluation. The first delineated the principal concepts and philosophical foundations of Social Constructivist Theory (SCT); the second provided a critical synthesis of empirical evidence on the efficacy of associated teaching methods. Overall, the literature supports the use of social constructivist approaches to facilitate learning, although their effectiveness is frequently constrained by implementation challenges and heterogeneity in educational contexts, and outcome measures.

Discussion: SCT underpins widely used approaches such as problem-based learning, case-based learning, simulation, bedside teaching, and feedback. These approaches promote deeper understanding, teamwork, and professional identity formation but rely on skilled facilitation and adequate scaffolding to avoid cognitive overload or inequitable participation. When applied intentionally, SCT provides a robust framework for designing learner-centred, collaborative, and reflective teaching that mirrors the interpersonal realities of health care practice.