Exploring the Role of Artificial Intelligence Tools in Supporting Clinical Reasoning in Health Professions Education: A Systematic Review

Abstract

This review aimed to explore possible applications of various technologies based on AI principles for fostering clinical reasoning abilities of health professions learners via simulation-based training, adaptive learning platforms, use of virtual patients, and AI-supported assessments. The literature review was performed in accordance with PRISMA. Four electronic databases were accessed for studies on the application of technology-based learning solutions in medicine, namely PubMed, Scopus, Web of Science, and JSTORE from January 2010 until January 2026. Studies investigating the use of AI techniques in medical education resulting in some effects were included in the study. Two reviewers independently extracted data and assessed the methodological quality of studies using MERSQI. A total of six studies met inclusion criteria. Results revealed that AI-based training methods have positive effect on increasing motivation, diagnostic abilities, confidence level and logical structuring of reasoning processes. Despite the promising results of studies, there is high methodological variability.