Ensuring equitable access to artificial intelligence in medical education: a scoping review
Jessica Beattie, Nilakshi Waidyatillake, Cailin Mellberg, Lyndal Parker-Newlyn, Erin Moth, Veronica Preda, Darran Foo, Christine L. Chiu, Janani MahadevaPurpose
Artificial intelligence (AI) is transforming medical education, enhancing knowledge acquisition, teaching, assessment, and curriculum delivery. While AI offers the potential to democratise access and improve inclusivity, little is known about how equity is addressed in AI-enabled medical education. This scoping review maps current evidence, identifies gaps, and provides insights for equitable implementation.
Design/methodology/approach
A scoping review was conducted following the Joanna Briggs Institute methodology. Peer-reviewed literature was identified through MEDLINE, Evidence-Based Medicine Reviews (Health Technology Assessment), Health and Psychosocial Instruments and Global Health. Screening, data extraction, and thematic analysis were performed by multiple reviewers. Quantitative data were summarised descriptively, and qualitative data were synthesised to identify narrative themes.
Findings
Of 256 records identified, 80 full-text articles were reviewed, and 35 studies were included. Most were published between 2022 and 2025 and originated predominantly from high-income countries. AI applications focused on large language models (48%), with curriculum design (49%) being the most common area of focus. Equity themes were: (1) equitable access (demographic, geographic, and distributed learning disparities); (2) bias (algorithmic, cultural, and socioeconomic); and (3) AI literacy (limited curricular exposure and preparedness).
Originality/value
Previous literature reviews have examined AI and its ethical use in medical education, but not through an equity lens. This scoping review highlights that medical education is at a pivotal juncture, shaped by converging imperatives: inclusivity and the rapid evolution of AI. To expand access and standardisation, equitable implementation requires AI literacy, contextually relevant tools, and active bias mitigation. Future research should prioritise inclusive, contextually appropriate, and accessible AI interventions across medical education.