The use of artificial intelligence technologies in the development of clinical communication skills among undergraduate health professions students: a scoping review protocol

Abstract

Introduction: Clinical communication is a core competency in health professions education, closely associated with quality of care and patient safety. In parallel, the rapid integration of artificial intelligence (AI) technologies in educational contexts has produced inconsistent results regarding pedagogical models, assessment instruments, and reported outcomes in training clinical communication skills. Objective: To map the use of AI-based educational technologies in the development of clinical communication skills among undergraduate health professions students. Methods: A scoping review will be conducted following the Joanna Briggs Institute methodology, with the research question structured according to the PCC framework and reported in line with PRISMA-ScR guidelines. The databases MEDLINE, CINAHL, Scopus, Web of Science, ERIC, and PsycINFO will be searched, complemented by grey literature. Study selection will be performed in two stages (title/abstract and full text) by two independent reviewers, with disagreements resolved by consensus or by a third reviewer. Results: Data will be synthesized descriptively and analytically using tables and evidence matrices that relate technologies, pedagogical components, and assessment methods. Outcomes will be organized according to Miller’s Pyramid and, when applicable, according to level 1 of the Kirkpatrick model. Discussion: This review will enable the characterization of educational approaches, identification of gaps, and clarification of the nature of the available evidence. Conclusion: The review is expected to contribute to the systematization of knowledge and to support syllabus decision-making and future research in this field.