Artificial Intelligence in Undergraduate Medical Education: A Scoping Review
Abstract
PURPOSE: Artificial intelligence (AI) is a rapidly growing phenomenon poised to instigate large-scale changes in medicine. However, medical education has not kept pace with the rapid advancements of AI. Despite several calls to action, the adoption of teaching on AI in undergraduate medical education (UME) has been limited. This scoping review aims to identify gaps and key themes in the peer-reviewed literature on AI training in UME. METHOD: The scoping review was informed by Arksey and O'Malley's methodology. Seven electronic databases including MEDLINE and EMBASE were searched for articles discussing the inclusion of AI in UME between January 2000 and July 2020. A total of 4,299 articles were independently screened by 3 co-investigators and 22 full-text articles were included. Data were extracted using a standardized checklist. Themes were identified using iterative thematic analysis. RESULTS: The literature addressed: (1) a need for an AI curriculum in UME, (2) recommendations for AI curricular content including machine learning literacy and AI ethics, (3) suggestions for curriculum delivery, (4) an emphasis on cultivating "uniquely human skills" such as empathy in response to AI-driven changes, and (5) challenges with introducing an AI curriculum in UME. However, there was considerable heterogeneity and poor consensus across studies regarding AI curricular content and delivery. CONCLUSIONS: Despite the large volume of literature, there is little consensus on what and how to teach AI in UME. Further research is needed to address these discrepancies and create a standardized framework of competencies that can facilitate greater adoption and implementation of a standardized AI curriculum in UME.
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Current advances in AI have significantly influenced diagnostic and clinical decision-making.
“Current advances in AI have significantly influenced diagnostic and clinical decision-making [11, 12]”
Lee et al.'s review summarized key themes regarding AI training in UGME and identified priorities to advance curricular development.
“This review summarized key themes regarding AI training in UGME and identified priorities to advance curricular development.”
From Artificial intelligence in undergraduate medical education: an updated scoping review (2025) · cites this paper as [5]
Lee et al. carried out a scoping review of the literature from 2000 to July 2020, identifying 22 studies on AI in UGME.
“Lee et al. carried out a scoping review of the literature from 2000 to July 2020, identifying 22 studies on AI in UGME [5].”
From Artificial intelligence in undergraduate medical education: an updated scoping review (2025) · cites this paper as [5]
A lack of consensus on core competencies was described as a challenge.
“a lack of consensus on core competencies [5, 174, 175]”
From Artificial intelligence in undergraduate medical education: an updated scoping review (2025) · cites this paper as [5]
Challenges related to faculty members included lack of AI knowledge and expertise, resistance to adopting new technologies, and struggles with staff shortages.
“Challenges related to faculty members, such as the lack of AI knowledge and expertise [56, 180], resistance to adopting new technologies [5, 77, 180], and struggles with staff shortages, were also acknowledged in several studies [174].”
From Artificial intelligence in undergraduate medical education: an updated scoping review (2025) · cites this paper as [5]
Since Lee et al. study, which included 22 publications, the number of publications on AI in UGME has increased dramatically.
“Since that study, which included 22 publications, the number of publications on AI in UGME has increased dramatically, necessitating another examination of the AI landscape in UGME.”
From Artificial intelligence in undergraduate medical education: an updated scoping review (2025) · cites this paper as [5]
A small number of reviews focused on AIHEd in specific disciplines or with particular groups of participants, including Health & Welfare (n = 14), STEM (n = 4), online or blended learning (n = 5), foreign language learning (n = 2), pre-service teachers, students with disabilities, and undergraduate students.
“there were a small number that focused on AIHEd in specific disciplines or with particular groups of participants, for example Health & Welfare (n = 14), STEM (n = 4), online or blended learning (n = 5), foreign language learning (n = 2), pre-service teachers (Salas-Pilco et al., 2022), students with disabilities (Fichten et al., 2021), and undergraduate students (Lee et al., 2021).”
From A meta systematic review of artificial intelligence in higher education: a call for increased ethics, collaboration, and rigour (2024) · cites this paper as Lee et al., 2021
There is a disconnect between AI technology and existing educational systems, suggesting a need for more unified, standardised frameworks that incorporate ethical principles and multidisciplinary teams.
“According to Ouyang et al. (2020), there is a disconnect between AI technology and existing educational systems, and suggest the need for more unified, standardised frameworks that incorporate ethical principles and advocate for the development of multidisciplinary teams (Charow et al., Lee et al., 2021), with a stronger focus on more robust and ethically aware AI curricula (e.g., Grunhut et al.,”
From A meta systematic review of artificial intelligence in higher education: a call for increased ethics, collaboration, and rigour (2024) · cites this paper as Lee et al., 2021
A lack of AI literacy could lead to a shift in authority moving decision-making from clinicians to AI systems.
“At the same time, it has been recognised that a lack of AI literacy could lead to a shift in authority moving decision-making from clinicians to AI systems (Lee et al., 2021).”
From A meta systematic review of artificial intelligence in higher education: a call for increased ethics, collaboration, and rigour (2024) · cites this paper as Lee et al., 2021
These scoping reviews largely describe broad "AI literacy" themes or program-level content rather than systematically extracting and organizing competency- and learning-objective-level outcomes for undergraduate medical education.
“but these syntheses largely describe broad “AI literacy” themes or program-level content rather than systematically extracting and organizing competency- and learning-objective-level outcomes for undergraduate medical education (UME).”
From What the AI era doctor should know: a scoping review of proposed artificial intelligence competencies for medical education (2026) · cites this paper as [23]
Several scoping reviews have examined AI within medical education.
“Several scoping reviews have examined AI within medical education23–28”
From What the AI era doctor should know: a scoping review of proposed artificial intelligence competencies for medical education (2026) · cites this paper as [23]
Within undergraduate medical education, most publications describe general content areas rather than detailed competency-based outcomes.
“Within undergraduate medical education, Lee et al. and Simoni et al. found that most publications describe general content areas rather than detailed competency-based outcomes23,31.”
From What the AI era doctor should know: a scoping review of proposed artificial intelligence competencies for medical education (2026) · cites this paper as [23]
Financial barriers, resistance of educators to change curricula, lack of staff with teaching experience in AI, and limited digitalization are some of the main barriers for implementing AI into the medical curriculum.
“Despite the support for including AI education, financial barriers, resistance of educators to change curricula, lack of staff with teaching experience in AI, and limited digitalization are some of the main barriers for implementing AI into the medical curriculum [3,10,12,13].”
From An evidence-based approach to artificial intelligence education for medical students: A systematic review (2023) · cites this paper as [12]
Seven studies met the ROBIS criteria for low risk, one study was of unclear risk, and three studies were of high risk.
“Seven studies met the ROBIS criteria for low risk [12,13,38,39,40,41,42], one study was of unclear risk [43], and three studies were of high risk [44–46].”
From An evidence-based approach to artificial intelligence education for medical students: A systematic review (2023) · cites this paper as [12]
Knowledge for practice includes learning AI terminology, strengths and limitations of AI, risks of AI, controlling for bias, critical appraisal of AI literature and tools, and shared decision-making.
“Overall, this includes learning the AI terminology [13,37,45], strengths and limitations of AI [12,13,16,37,42], risks of AI [12,13,17,37,39,42], controlling for bias [42], critical appraisal AI literature and tools [12,13,34,37,39,45,46], and shared decision-making [12,13,37,41,45].”
From An evidence-based approach to artificial intelligence education for medical students: A systematic review (2023) · cites this paper as [12]
Knowledge related to data stewardship, data preprocessing and acquisition, standardization, data analytics, health data infrastructure, programming, and big data may help physicians appreciate obstacles faced by data scientists and improve multidisciplinary collaboration.
“In particular, knowledge related to data stewardship [12,13,37,41], data preprocessing and acquisition [13], standardization [13], data analytics [13,17,39], health data infrastructure [45], programming [39,41], and big data [13,45], may help physicians appreciate the obstacles faced by data scientists and improve the multidisciplinary collaboration [13,39].”
From An evidence-based approach to artificial intelligence education for medical students: A systematic review (2023) · cites this paper as [12]
Eleven studies suggest that physicians should understand the role of data science in AI.
“Eleven studies suggest that physicians should understand the role of data science in AI [12,13,16,37,39,41,42,45].”
From An evidence-based approach to artificial intelligence education for medical students: A systematic review (2023) · cites this paper as [12]
Quality improvement is reflected by the need for evaluating and iterating on any AI curriculum designed for medical schools on a regular basis to improve the learning experience.
“Quality improvement was also reflected by the need for evaluating and iterating on any AI curriculum designed for medical schools on a regular basis to further improve the learning experience [12].”
From An evidence-based approach to artificial intelligence education for medical students: A systematic review (2023) · cites this paper as [12]
Quality improvement in AI education is reflected through critical appraisal of AI literature and tools, physician involvement in AI tool design/development, ability to identify and control for bias, communication with data scientists and engineers, and communication with patients.
“Quality improvement was reflected through the need for critical appraisal of AI literature and tools [12,13,34,37,39], physician involvement in AI tool design/development [13,39], the ability to identify and control for bias [45], communication with data scientists and engineers [13], and communication with patients [12,13,37,41,42].”
From An evidence-based approach to artificial intelligence education for medical students: A systematic review (2023) · cites this paper as [12]
Four key relationships for communication were identified: data scientist to physician, physician to physician/allied healthcare professional, physician to patient, and physician to payer.
“Furthermore, four key relationships for communication were identified: data scientist to physician [13], physician to physician/allied healthcare professional [12,13,42], physician to patient [12,13,37,41,42], and physician to payer [13,37].”
From An evidence-based approach to artificial intelligence education for medical students: A systematic review (2023) · cites this paper as [12]
Other important skills for physicians include knowledge related to machine learning, deep learning, natural language processing, model development, and AI tool design and development.
“Other important skills include knowledge related to machine learning (ML) [12,13], deep learning (DL) [13], natural language processing (NLP) [13], model development [13], and AI tool design and development [13,39].”
From An evidence-based approach to artificial intelligence education for medical students: A systematic review (2023) · cites this paper as [12]
The goal of communication for clinical decision-making is to equip physicians with tools needed to successfully use AI in a clinical setting.
“The goal of this communication is to equip physicians with the tools needed to successfully use AI in a clinical setting [12,13,16,40,44,45].”
From An evidence-based approach to artificial intelligence education for medical students: A systematic review (2023) · cites this paper as [12]
Three key types of communication were identified: communication for clinical decision-making, communication for implementation, and communication for knowledge dissemination.
“Three key types of communication were identified: communication for clinical decision-making [13], communication for implementation [13,37], and communication for knowledge dissemination [12,13,37,41,42].”
From An evidence-based approach to artificial intelligence education for medical students: A systematic review (2023) · cites this paper as [12]
Communication for knowledge dissemination focuses on sharing knowledge to improve understanding of AI tools with respect to their role in care, strengths, limitations, and risks.
“Communication for knowledge dissemination focuses on sharing knowledge to improve the understanding of AI tools with respect to their role in care, as well as the strengths, limitations, and risks of AI [12,13,17,37,39,42].”
From An evidence-based approach to artificial intelligence education for medical students: A systematic review (2023) · cites this paper as [12]
A strong theoretical base of AI for practice would equip learners with skills needed to critically appraise AI literature and tools before implementing them, interpret model output, and communicate AI findings to others.
“This would equip them with the skills needed to critically appraise AI literature and tools before implementing them [12,13,34,37,39], interpret model output [13,37,42], and communicate AI findings to others [12,13,42].”
From An evidence-based approach to artificial intelligence education for medical students: A systematic review (2023) · cites this paper as [12]
Studies suggest that ML, DL, and NLP should be included in early years of training in undergraduate medical education to increase student exposure to AI.
“Studies suggest that ML, DL, and NLP should be included in the early years of training in undergraduate medical education in order to increase student exposure to AI [12,13].”
From An evidence-based approach to artificial intelligence education for medical students: A systematic review (2023) · cites this paper as [12]
Lee et al. suggest the need for development of a standardized list of core AI competencies and implementation of an AI curriculum in medical schools.
“Lee et al. support this sentiment, suggesting the need for the development of a standardized list of core AI competencies and the implementation of an AI curriculum to medical schools [12].”
From An evidence-based approach to artificial intelligence education for medical students: A systematic review (2023) · cites this paper as [12]
Nine studies discuss the need for a fundamental understanding of AI ethics to improve adoption of AI in medicine and ensure its safe use.
“Nine studies discuss the need for a fundamental understanding of AI ethics to improve the adoption of AI in medicine and ensure its safe use [12,13,16,37,39,45].”
From An evidence-based approach to artificial intelligence education for medical students: A systematic review (2023) · cites this paper as [12]
Providing medical students with opportunity to learn about AI ethics before clinical experiences could better prepare them to work with AI and better communicate to patients about AI.
“Furthermore, by providing medical students with an opportunity to learn about AI ethics before they enter their clinical experiences, it could not only better prepare them to work with AI, but also better communicate to patients about AI [12,40].”
From An evidence-based approach to artificial intelligence education for medical students: A systematic review (2023) · cites this paper as [12]
At least 11 medical schools across the United States of America, Canada and the Republic of Korea have pilot AI curricula.
“At least 11 medical schools across the United States of America, Canada and the Republic of Korea have pilot AI curricula (3).”
From Integrating AI in medical education: embracing ethical usage and critical understanding (2023) · cites this paper as [3]
Other publications acknowledge the importance of ethics in AI education but do not provide specific content or guidance.
“Although other publications acknowledge the importance of ethics in AI education, they do not provide specific content or guidance [36-39].”
From Proposing a Principle-Based Approach for Teaching AI Ethics in Medical Education (2024) · cites this paper as [37]
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- Authors
- Lee, J., Wu, A. S., Li, D., & Kulasegaram, K. (.
- Affiliations
- University of Toronto (CA)
- University of Ottawa (CA)
- University Health Network (CA)
- Corresponding author
- Lee, Juehea
- Venue
- Academic Medicine
- Publisher
- Oxford University Press (OUP)
- Published
- 2021-10-27
- Volume
- 96
- Issue
- 11S
- Pages
- S62-S70
- ISSN
- 1040-2446 (ISSN-L)
- OpenAlex
- W3189751383
- Cited by
- 324
- References
- 38
- Citations by year
- 2026: 80 · 2025: 103 · 2024: 69 · 2023: 54 · 2022: 16 · 2021: 1
- FWCI
- 2.88
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Academic Medicine (publishedVersion)
- PubMed (publishedVersion)
- Topics
- Health Sciences › Medicine › Health Informatics › Artificial Intelligence in Healthcare and Education
- Health Sciences › Medicine › Public Health, Environmental and Occupational Health › Innovations in Medical Education
- Physical Sciences › Computer Science › Information Systems › Artificial Intelligence in Education
- Keywords
- artificial intelligence, undergraduate medical education, AI curriculum, AI ethics, curriculum delivery, soft skills, empathy, medical competencies
- MeSH terms
- Artificial Intelligence, Education, Medical, Undergraduate, Humans
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