AI-Based Educational Interventions in Undergraduate Medical and Dental Education: A Scoping Review

Authors

DOI:

https://doi.org/10.47606/ACVEN/MV0323

Keywords:

artificial intelligence, scope review, medical education, dental education, AI literacy.

Abstract

Introductionn: Artificial intelligence (AI) has acquired increasing relevance in undergraduate medical and dental education, although empirical evidence on AI-based educational interventions remains scattered and with limited pedagogical explicitness. Objective: The objective of this scoping review was to map AI-based educational interventions implemented in undergraduate programs in medicine and dentistry, as well as the reported learning outcomes, pedagogical frameworks, and AI literacy competencies. Materials and methods: A scoping review was carried out following the methodological framework of Arksey and O'Malley, the refinements of Levac et al. and the PRISMA-ScR guideline. The search was conducted in Scopus, PubMed/MEDLINE, ERIC, and ProQuest Education Database between 2021 and March 2026. Of 815 records identified, 31 studies met the inclusion criteria. Twenty-three corresponded to medical education and eight to dental education. The interventions were grouped into six categories: generative models and chatbots, clinical simulation, automated feedback, diagnostic support, procedural training, and curriculum integration. Results: The results suggest that AI can contribute to learning when integrated with teacher mediation, repeated practice, and timely feedback. However, the available evidence is heterogeneous and does not demonstrate a uniform superiority over traditional methods. Conclusions: It is concluded that the educational integration of AI requires explicit pedagogical designs, rigorous evaluation and the development of AI literacy competencies in students and teachers.

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Published

2026-04-21

How to Cite

Quintana del Solar , C. I. . ., Badillo Márquez , G. . ., Quevedo Garcia , S. L. . ., Garay Flores , G. V. . ., Méndez Torres , A. . ., & Chafloque Capuñay , J. E. . . (2026). AI-Based Educational Interventions in Undergraduate Medical and Dental Education: A Scoping Review. Más Vita, 8(2), 68–85. https://doi.org/10.47606/ACVEN/MV0323

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