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The Effectiveness of Artificial Intelligence in Undergraduate Health Professions Education: Systematic Review and
Nai Ming Lai1, Yin Sear Lim1, Min Thein Win1
1School of Medicine, Faculty of Health and Medical Sciences, Taylor's University, Subang Jaya, Selangor, Malaysia.
Background:
Health professions education faces increasing challenges from rising health care complexity, pedagogical shifts, and constrained curricular space, and rapidly expanding knowledge and technological advances. While artificial intelligence (AI) shows promise for transforming health professions education, evidence of its effectiveness remains unclear.
Objective:
This study synthesized evidence from randomized controlled trials (RCTs) on the effectiveness of AI in undergraduate health professions education.
Methods:
We included RCTs, randomized crossover trials, and cluster RCTs comparing AI against standard educational interventions at the undergraduate level. We excluded quasi-experimental studies and those without clear AI components. We searched PubMed, Cochrane, Embase, Educational Resources Information Center, and Web of Science up to January 26, 2026. Outcomes were categorized according by Kirkpatrick levels; risk of bias was assessed using the Risk Of Bias Instrument for Use in Systematic Reviews for Randomised Controlled Trials tool; random-effects meta-analysis was conducted in RevMan (Cochrane); and certainty of evidence was rated using the Grading of Recommendations, Assessment, Development, and Evaluation approach. AI interventions were subcategorized by technology type and educational functions, yielding 13 subcategories.
Results:
Of 39,783 records identified, 66 RCTs (N=4911 participants; 2020-2026) were included. Subcategorized analyses across 7 outcome domains yielded 48 comparisons. Most studies had high risk of bias, mainly due to poor allocation concealment and blinding, and certainty of evidence ranged from low to very low. Large language model (LLM)-based personalized learning aids comprised the largest evidence base and showed positive effects for satisfaction (standardized mean difference [SMD] 0.93, 95% CI 0.40-1.46; 7 studies; 430 participants; I²=74%), confidence (SMD 0.91, 95% CI 0.54-1.29; 7 studies; 609 participants; I²=64%), and theoretical knowledge (SMD 0.53, 95% CI 0.13-0.94; 12 studies; 955 participants; I²=86%), all with very low certainty. Other AI subtypes, including LLM content generators, natural language processing (NLP) chatbots, and non-LLM adaptive learning platforms, showed generally favorable point estimates but substantial heterogeneity and wide CIs, often included no effect. Prediction intervals frequently crossed the null, indicating uncertainty across educational setting. No studies assessed Kirkpatrick levels 3 or 4.
Conclusions:
This review synthesized RCT evidence on AI in undergraduate health professions education by technology type and function, incorporating evidence certainty. Despite the large number of included studies, evidence remains insufficient to inform educational practice. Some AI interventions may improve some learning outcomes, but effects are inconsistent and not reliably reproducible. High risk of bias, heterogeneity, imprecision, and absence of higher-level outcomes limit conclusions. AI applications should therefore be used cautiously and on a trial basis.
