Abstract / Summary
Abstract Background Knowledge construction and co-construction are central to preparing health professions students for collaborative, team-based care. However, evidence on how these processes are conceptualised, supported, and studied in health professions education remains dispersed. Methods This scoping review was conducted in accordance with JBI guidance for scoping reviews and reported using the PRISMA-ScR checklist. Arksey and O’Malley’s framework informed the stages of identifying the research question, searching for relevant studies, selecting studies, charting data, and collating and summarising findings. PubMed, Scopus, Web of Science, ERIC, and PsycINFO were searched for peer-reviewed empirical studies published before June 2025. After duplicate removal, 2,311 records were screened, 274 full texts were assessed, and 20 studies were included. Results Studies covered medicine, nursing, and pharmacy students. Key facilitators included structured collaborative modalities, active learning strategies, and technological tools. Challenges comprised time constraints, unequal student participation, technical barriers, limited digital literacy, and divergent clinical reasoning perspectives. Conclusions Knowledge construction and co-construction in health professions education are supported by intentional pedagogical, technological, and relational scaffolding. Future research should more clearly operationalise these constructs, examine interprofessional contexts, and develop strategies to address participation imbalances, time pressures, and inequitable access to learning opportunities.