AI-generated videos in medical education: systematic review
Yaara Artsi1, Vera Sorin2, Benjamin Glicksberg3,4
1Azrieli Faculty of Medicine, Bar-Ilan University, Safed, Israel yaara.artsi77@gmail.com.
BMJ Open Quality
|December 22, 2025
Summary
Artificial intelligence (AI)-generated videos show potential for engagement in medical education but require further validation. Current evidence is limited, highlighting concerns regarding accuracy and inconsistent outcome measurement for these novel tools.
Area of Science:
- Medical Education Technology
- Artificial Intelligence in Healthcare
- Digital Health Interventions
Background:
- Emerging artificial intelligence (AI)-generated text-to-video tools are being explored for medical education.
- The effectiveness, accuracy, and safety of these AI tools in learner or patient education are not yet well-established.
- This systematic review synthesizes empirical evidence on AI-generated video tools in medical and patient education.
Purpose of the Study:
- To systematically evaluate the empirical evidence on the use of artificial intelligence (AI)-generated text-to-video tools in medical education and patient education.
- To assess the effectiveness, accuracy, and safety of these AI tools based on available research.
- To identify gaps in current research and provide recommendations for future use.
Main Methods:
- A comprehensive literature search was performed across major databases (MEDLINE/PubMed, Google Scholar, Scopus, Cochrane Review, Web of Science) up to January 2025.
- Studies evaluating AI-generated text-to-video for medical or patient education, reporting quantitative and qualitative outcomes, were included.
- Data extraction and screening were conducted by two reviewers, adhering to Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines.
Main Results:
- Five studies met inclusion criteria, focusing on patient education (4/5) and physician training (1/5) across ophthalmology, plastic surgery, dysphagia rehabilitation, and neurosurgery.
- In ophthalmology, AI videos were less accurate than control materials (p<0.005). However, an AI-assisted video game improved swallowing function (p<0.001) in dysphagia rehabilitation.
- User preference favored AI video avatars over text chatbots in one study, but sample sizes were small, and outcome measures were heterogeneous, precluding meta-analysis.
Conclusions:
- AI-generated videos may enhance engagement and specific outcomes in certain medical education contexts.
- Persistent concerns regarding accuracy and inconsistent measurement highlight the need for further rigorous research.
- Current AI video tools can supplement, but not replace, traditional educational resources until non-inferiority is proven.
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