Abstract
Background: Healthcare professionals must continuously update their competencies to keep pace with evolving clinical practices; however, traditional continuing professional development (CPD) methods often have limited impact on competency and performance. Micro-credentials have emerged as a flexible and personalized alternative to traditional CPD, yet little is known about how they are designed, implemented, and evaluated in health professions education. As educational systems invest heavily in micro-credentials, a clearer understanding of their educational value is essential.
Methods: Using a scoping review guided by Arksey and O’Malley’s six-stage framework and PRISMA-ScR guidelines, we systematically searched seven databases (inception–December 2024) and conducted a structured grey literature review. We examined the instructional design features, pedagogical underpinnings, assessment strategies, and reported impacts of micro-credentials.
Results: We included 19 peer-reviewed papers and 35 websites describing health-related micro-credentials. Most studies were published in 2024 (42.1%), originated from the United States (42.1%), and nearly half (47.4%) provided only descriptive accounts. A wide range of instructional design features were identified, though pedagogical theories were rarely stated. Assessment strategies predominantly emphasized summative approaches (e.g., multiple-choice knowledge checks), with limited focus on higher-level competency assessment. Reported outcomes were primarily improvements in knowledge, confidence, or engagement, with no clear evidence of the distinct value of micro-credentials as a teaching modality.
Discussion: Current literature offers limited evaluation of micro-credentials and often lacks theory-informed design. We infer a pedagogical foundation aligned with constructivist, context-sensitive, and stage-based principles, which may inform the development of future micro-credential programs.