SYSTEMATIC REVIEW article
Front. Med.
Sec. Healthcare Professions Education
Volume 12 - 2025 | doi: 10.3389/fmed.2025.1668756
This article is part of the Research TopicInnovative Paradigms of Accompaniment in Healthcare: Humanizing PracticesView all 6 articles
Educative accompaniment. Scoping review of academic publications
Provisionally accepted
- Universidad Francisco de Vitoria, Pozuelo de Alarcón, Spain
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Accompaniment has undergone significant development in recent years, particularly in Spain, with various conceptualizations and applications across different fields, including healthcare and education. However, there is currently no comprehensive overview of the academic literature on educational accompaniment. The search conducted focuses exclusively on the use of the term educational accompaniment, which limits the results obtained. The review identifies four distinct models or paradigms of educational accompaniment, psychosocial, personalist, socio-educational, and competency-based, each grounded in its own theoretical references and methodological preferences. An integrated definition of educational accompaniment can be proposed as follows: an intentional pedagogical action by which one illuminates and supports another individual in the cultivation of their capacities, with the aim of fostering maturity, autonomy, and a full life. The review further demonstrates that the quality of the accompaniment relationship, encompassing both the accompanier's and the accompanied's competencies, is a fundamental prerequisite for its effectiveness. Effective accompaniment programs must ensure sustained engagement over time, deliver thorough training for accompanier practitioners, and promote coordination among all educational stakeholders. Among the primary benefits of accompaniment are enhanced learner autonomy, holistic personal development, and improved employability. Overall, this review suggests that educational accompaniment is an 2 emergent and salient discipline, and that rigorous empirical investigation can yield critical insights to optimize its implementation across diverse settings, including healthcare.
Keywords: Educational accompaniment, Scoping review, Integral formation, Accompaniment, Theoretical conceptions
Received: 23 Jul 2025; Accepted: 15 Oct 2025.
Copyright: © 2025 López González, Crespí and Gambarini. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence: Paula Crespí, p.crespi.prof@ufv.es
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