Systematic review and meta-analysis reveal curricular innovations improve self-efficacy and student satisfaction in health courses, indicating positive impacts on professional practice.
The findings suggest that curricular interventions have the potential to positively impact the training of health professionals. Thus, we conclude that curricular innovation strategies in health courses are promising, based on improvements in self-efficacy, academic performance, and student satisfaction, promoting indicators of teaching quality in the contexts in which they were carried out. We recommend the development of longitudinal and multicenter studies that investigate the effects of these innovations on professional practice and the quality of health care, considering different cultural and institutional contexts.
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Pontes et al. (2025) studied this question.
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