Scoping Reviews in Health Professions Education

Scoping reviews are becoming increasingly popular in Health Professions Education (HPE), offering a flexible and systematic way to explore broad questions, map the literature, and identify knowledge gaps. Unlike systematic reviews, which aim to answer focused questions, scoping reviews are ideal for topics that are complex, emerging or poorly defined. They allow educators to explore what is known about a topic, highlight areas needing further research and inform curriculum design, policy or funding decisions. This Clinical Teacher's Toolbox article introduces the purpose and defining features of scoping reviews and compares them with other common review types. We offer practical advice based on our experience of conducting scoping reviews in HPE, with step-by-step guidance on how to plan, conduct and report. Topics include choosing a suitable research question, assembling a team (including the key role of librarians), managing the review process using software tools and following established methodological frameworks (e.g., the Joanna Briggs Institute). Common challenges, such as justifying the use of scoping reviews and ensuring quality, are discussed, along with tools like the PRISMA-ScR checklist to enhance transparency. By following this guide, all involved in HPE can confidently use scoping reviews as a rigorous and adaptable method of evidence synthesis, supporting both educational research and informed decision-making for best educational practices.