ReviewJournal of multidisciplinary healthcare2026
The Roles of Artificial Intelligence in Interprofessional Healthcare Education: A Systematic Scoping Review.
Review in Journal of multidisciplinary healthcare, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
0 citing papers in PubMed.
No citing paper in PubMed yet.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
7 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Background: Artificial intelligence (AI) is increasingly being introduced into healthcare education, with emerging applications that may support interprofessional education (IPE). However, current evidence on the use of AI in IPE remains limited, and the distinction between AI-enabled technologies and other digital educational approaches has not been consistently described. Objective: This scoping review aimed to map the existing evidence on the application and roles of AI in interprofessional healthcare education and to identify current research trends, educational outcomes, and knowledge gaps. Methods: This review followed the Joanna Briggs Institute (JBI) methodology for scoping reviews and is reported according to PRISMA-ScR guidelines. Five databases (PubMed, Scopus, CINAHL, ERIC, IEEE Xplore) were searched for studies published between 2014 and 2024. Eligible studies included those examining AI applications in IPE involving healthcare students or professionals. Data were extracted, charted, and synthesised using descriptive and thematic analysis. Results: Fiftheen studies met the eligibility criteria. Most studies evaluated immersive virtual reality or simulation-based educational environments, while only a subset incorporated explicit AI functionalities, such as intelligent virtual agents or adaptive AI systems. Reported educational outcomes included improvements in communication, teamwork, collaborative learning, and learner confidence. However, the evidence was heterogeneous with respect to study design, intervention characteristics, and outcome measures, and most studies evaluated short-term educational outcomes rather than long-term competence or patient-related outcomes. Limited methodological rigor, inconsistent reporting of AI components, and ethical considerations were also identified. Conclusion: Current evidence suggests that AI-enabled technologies may support interprofessional healthcare education, particularly when integrated into immersive learning environments. Nevertheless, the available evidence remains limited and heterogeneous. Future research should clearly distinguish AI from other digital educational technologies, employ more rigorous study designs, evaluate long-term educational and clinical outcomes, and address ethical considerations to support responsible implementation in healthcare education.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.