Non-Cochrane · intervention · PM42100542
The effectiveness of GAI-assisted teaching methods in medical education: a systematic review and meta-analysis.
Ma Xingming, Liu Xianting, Sun Haojie · Frontiers in public health · 2026 · PubMed · doi:10.3389/fpubh.2026.1813108
Findings
182 findings
| Population | ||||
|---|---|---|---|---|
| Undergraduate medical, nursing and dental students | Generative AI (GAI)-assisted teaching | Traditional or other standard teaching without GAI assistance | Knowledge examination scores Medical education (clinical medicine, nursing, dentistry) · Course content: Dentistry | SMD 0.69 [-0.27, 1.66] GRADE not reported 5 studies · 395 participants |
| Undergraduate medical, nursing and dental students | Generative AI (GAI)-assisted teaching | Traditional or other standard teaching without GAI assistance | Practical examination scores Medical education (clinical medicine, nursing, dentistry) · Course content: Other subjects | SMD 0.80 [0.04, 1.56] GRADE not reported 8 studies · 891 participants |
| Undergraduate medical students (clinical medicine, nursing, dentistry) | Generative AI-assisted teaching | Traditional or standard teaching without generative AI assistance | Practical examination scores Undergraduate medical education · Sensitivity analysis: omitting Du YJ et al. (2025) | SMD 1.15 [1.08, 1.22] GRADE not reported 49 studies |
| Undergraduate medical students (clinical medicine, nursing, dentistry) | Generative AI-assisted teaching | Traditional or standard teaching without generative AI assistance | Knowledge examination scores Undergraduate medical education · Sensitivity analysis: omitting Gan W et al. (2024) | SMD 0.97 [0.74, 1.21] GRADE not reported 56 studies |
| Undergraduate medical students (clinical medicine, nursing, dentistry) | Generative AI-assisted teaching | Traditional or standard teaching without generative AI assistance | Knowledge examination scores Undergraduate medical education · Sensitivity analysis: omitting Zhu YL et al. (2025) | SMD 0.96 [0.73, 1.20] GRADE not reported 56 studies |
| Undergraduate medical, nursing and dental students | Generative AI (GAI)-assisted teaching | Traditional or other standard teaching without GAI assistance | Knowledge examination scores Medical education (clinical medicine, nursing, dentistry) · AI Tools: DeepSeek | SMD 1.49 GRADE not reported 3 studies · 227 participants |
| Undergraduate medical, nursing and dental students | Generative AI (GAI)-assisted teaching | Traditional or other standard teaching without GAI assistance | Knowledge examination scores Medical education (clinical medicine, nursing, dentistry) · Course content: Medical imaging | SMD 1.74 [0.91, 2.57] GRADE not reported 9 studies · 687 participants |
| Undergraduate medical students (clinical medicine, nursing, dentistry) | Generative AI-assisted teaching | Traditional or standard teaching without generative AI assistance | Practical examination scores Undergraduate medical education · Sensitivity analysis: omitting Liu X et al. (2025) | SMD 1.17 [1.10, 1.24] GRADE not reported 49 studies |
| Undergraduate medical students (clinical medicine, nursing, dentistry) | Generative AI-assisted teaching | Traditional or standard teaching without generative AI assistance | Practical examination scores Undergraduate medical education · Sensitivity analysis: omitting Kang SL et al. (2023) | SMD 1.14 [1.07, 1.21] GRADE not reported 49 studies |
| Undergraduate medical, nursing and dental students | Generative AI (GAI)-assisted teaching | Traditional or other standard teaching without GAI assistance | Practical examination scores Medical education (clinical medicine, nursing, dentistry) · Knowledge level: Early-phase (pre-clinical years 1–2) | SMD 0.68 [-0.25, 1.61] GRADE not reported 6 studies · 497 participants |
| Undergraduate medical students (clinical medicine, nursing, dentistry) | Generative AI-assisted teaching | Traditional or standard teaching without generative AI assistance | Practical examination scores Undergraduate medical education · Sensitivity analysis: omitting Hassoulas A et al. (2025) | SMD 1.17 [1.10, 1.24] GRADE not reported 49 studies |
| Undergraduate medical students (clinical medicine, nursing, dentistry) | Generative AI-assisted teaching | Traditional or standard teaching without generative AI assistance | Knowledge examination scores Undergraduate medical education · Sensitivity analysis: omitting Liu Y et al. (2025) | SMD 0.94 [0.71, 1.17] GRADE not reported 56 studies |
| Undergraduate medical, nursing and dental students | Generative AI (GAI)-assisted teaching | Traditional or other standard teaching without GAI assistance | Knowledge examination scores Medical education (clinical medicine, nursing, dentistry) · Geographical location: Asian: China | SMD 1.23 [0.98, 1.47] GRADE not reported 41 studies · 3761 participants |
| Undergraduate medical, nursing and dental students | Generative AI (GAI)-assisted teaching | Traditional or other standard teaching without GAI assistance | Student satisfaction with teaching Medical education (clinical medicine, nursing, dentistry) | SMD 1.52 [1.01, 2.02] GRADE not reported 15 studies |
| Undergraduate medical, nursing and dental students | Generative AI (GAI)-assisted teaching | Traditional or other standard teaching without GAI assistance | Practical examination scores Medical education (clinical medicine, nursing, dentistry) · Course content: Internal medicine (clinical) | SMD 1.66 [1.01, 2.32] GRADE not reported 8 studies · 549 participants |
| Undergraduate medical students (clinical medicine, nursing, dentistry) | Generative AI-assisted teaching | Traditional or standard teaching without generative AI assistance | Knowledge examination scores Undergraduate medical education · Sensitivity analysis: omitting Liu J et al. (2022) | SMD 0.91 [0.69, 1.13] GRADE not reported 56 studies |
| Undergraduate medical, nursing and dental students | Generative AI (GAI)-assisted teaching | Traditional or other standard teaching without GAI assistance | Practical examination scores Medical education (clinical medicine, nursing, dentistry) · Course content: Dentistry | SMD 3.84 [0.86, 6.82] GRADE not reported 3 studies · 313 participants |
| Undergraduate medical students (clinical medicine, nursing, dentistry) | Generative AI-assisted teaching | Traditional or standard teaching without generative AI assistance | Practical examination scores Undergraduate medical education · Sensitivity analysis: omitting Dupont V et al. (2025) | SMD 1.17 [1.10, 1.24] GRADE not reported 49 studies |
| Undergraduate medical students (clinical medicine, nursing, dentistry) | Generative AI-assisted teaching | Traditional or standard teaching without generative AI assistance | Practical examination scores Undergraduate medical education · Sensitivity analysis: omitting Fu HR et al. (2025) | SMD 1.16 [1.09, 1.23] GRADE not reported 49 studies |
| Undergraduate medical, nursing and dental students | Generative AI (GAI)-assisted teaching | Traditional or other standard teaching without GAI assistance | Knowledge examination scores Medical education (clinical medicine, nursing, dentistry) · AI Tools: Not reported | SMD 1.00 [0.61, 1.40] GRADE not reported 13 studies · 1223 participants |
| Undergraduate medical, nursing and dental students | Generative AI (GAI)-assisted teaching | Traditional or other standard teaching without GAI assistance | Knowledge examination scores Medical education (clinical medicine, nursing, dentistry) · Knowledge level: Mid-phase (clinical transition years 3–4) | SMD 0.55 [0.21, 0.90] GRADE not reported 13 studies · 1576 participants |
| Undergraduate medical students (clinical medicine, nursing, dentistry) | Generative AI-assisted teaching | Traditional or standard teaching without generative AI assistance | Knowledge examination scores Undergraduate medical education · Sensitivity analysis: omitting Li L et al. (2025) | SMD 0.94 [0.71, 1.17] GRADE not reported 56 studies |
| Undergraduate medical, nursing and dental students | Generative AI (GAI)-assisted teaching | Traditional or other standard teaching without GAI assistance | Knowledge examination scores Medical education (clinical medicine, nursing, dentistry) · Learning duration: Medium-term intervention | SMD 0.70 [0.19, 1.22] GRADE not reported 7 studies · 809 participants |
| Undergraduate medical students (clinical medicine, nursing, dentistry) | Generative AI-assisted teaching | Traditional or standard teaching without generative AI assistance | Knowledge examination scores Undergraduate medical education · Sensitivity analysis: omitting Chen Y (2025) | SMD 0.97 [0.73, 1.20] GRADE not reported 56 studies |
| Undergraduate medical, nursing and dental students | Generative AI (GAI)-assisted teaching | Traditional or other standard teaching without GAI assistance | Clinical thinking ability Medical education (clinical medicine, nursing, dentistry) | SMD 1.18 [0.86, 1.50] GRADE not reported 14 studies · 1273 participants |
| Undergraduate medical, nursing and dental students | Generative AI (GAI)-assisted teaching | Traditional or other standard teaching without GAI assistance | Practical examination scores Medical education (clinical medicine, nursing, dentistry) · Major of student: Dental major | SMD 3.38 [1.52, 5.24] GRADE not reported 4 studies · 423 participants |
| Undergraduate medical students (clinical medicine, nursing, dentistry) | Generative AI-assisted teaching | Traditional or standard teaching without generative AI assistance | Practical examination scores Undergraduate medical education · Sensitivity analysis: omitting Qin W et al. (2025) | SMD 1.15 [1.09, 1.22] GRADE not reported 49 studies |
| Undergraduate medical, nursing and dental students | Generative AI (GAI)-assisted teaching | Traditional or other standard teaching without GAI assistance | Knowledge examination scores Medical education (clinical medicine, nursing, dentistry) · Course content: Surgery (clinical) | SMD 0.81 [0.54, 1.08] GRADE not reported 11 studies · 1051 participants |
| Undergraduate medical, nursing and dental students | Generative AI (GAI)-assisted teaching | Traditional or other standard teaching without GAI assistance | Knowledge examination scores Medical education (clinical medicine, nursing, dentistry) · Knowledge level: Not reported | SMD 1.08 [0.69, 1.47] GRADE not reported 24 studies · 2335 participants |
| Undergraduate medical students (clinical medicine, nursing, dentistry) | Generative AI-assisted teaching | Traditional or standard teaching without generative AI assistance | Knowledge examination scores Undergraduate medical education · Sensitivity analysis: omitting Cheng YX et al. (2025) | SMD 0.96 [0.73, 1.20] GRADE not reported 56 studies |
| Undergraduate medical students (clinical medicine, nursing, dentistry) | Generative AI-assisted teaching | Traditional or standard teaching without generative AI assistance | Knowledge examination scores Undergraduate medical education · Sensitivity analysis: omitting Mayor-Silva LI et al. (2025) | SMD 0.99 [0.76, 1.22] GRADE not reported 56 studies |
| Undergraduate medical students (clinical medicine, nursing, dentistry) | Generative AI-assisted teaching | Traditional or standard teaching without generative AI assistance | Knowledge examination scores Undergraduate medical education · Sensitivity analysis: omitting Shi P et al. (2025) | SMD 0.97 [0.73, 1.21] GRADE not reported 56 studies |
| Undergraduate medical, nursing and dental students | Generative AI (GAI)-assisted teaching | Traditional or other standard teaching without GAI assistance | Practical examination scores Medical education (clinical medicine, nursing, dentistry) · AI Tools: DeepSeek | SMD 1.75 [0.50, 3.01] GRADE not reported 3 studies · 227 participants |
| Undergraduate medical, nursing and dental students | Generative AI (GAI)-assisted teaching | Traditional or other standard teaching without GAI assistance | Knowledge examination scores Medical education (clinical medicine, nursing, dentistry) · Course content: Basic medical sciences | SMD 0.78 [-0.02, 1.58] GRADE not reported 9 studies · 1078 participants |
| Undergraduate medical students (clinical medicine, nursing, dentistry) | Generative AI-assisted teaching | Traditional or standard teaching without generative AI assistance | Knowledge examination scores Undergraduate medical education · Sensitivity analysis: omitting Kalam KA et al.(2025) | SMD 0.94 [0.71, 1.17] GRADE not reported 56 studies |
| Undergraduate medical students (clinical medicine, nursing, dentistry) | Generative AI-assisted teaching | Traditional or standard teaching without generative AI assistance | Knowledge examination scores Undergraduate medical education · Sensitivity analysis: omitting Liu RN et al. (2024) | SMD 0.96 [0.72, 1.19] GRADE not reported 56 studies |
| Undergraduate medical students (clinical medicine, nursing, dentistry) | Generative AI-assisted teaching | Traditional or standard teaching without generative AI assistance | Knowledge examination scores Undergraduate medical education · Sensitivity analysis: omitting Fan HX et al. (2025) | SMD 0.97 [0.74, 1.21] GRADE not reported 56 studies |
| Undergraduate medical students (clinical medicine, nursing, dentistry) | Generative AI-assisted teaching | Traditional or standard teaching without generative AI assistance | Knowledge examination scores Undergraduate medical education · Sensitivity analysis: omitting Fen LH et al. (2025) | SMD 0.96 [0.73, 1.19] GRADE not reported 56 studies |
| Undergraduate medical students (clinical medicine, nursing, dentistry) | Generative AI-assisted teaching | Traditional or standard teaching without generative AI assistance | Knowledge examination scores Undergraduate medical education · Sensitivity analysis: omitting Kejingyun S et al. (2025) | SMD 0.98 [0.75, 1.21] GRADE not reported 56 studies |
| Undergraduate medical, nursing and dental students | Generative AI (GAI)-assisted teaching | Traditional or other standard teaching without GAI assistance | Learning initiative Medical education (clinical medicine, nursing, dentistry) | OR 9.44 [4.65, 19.14] GRADE not reported 4 studies · 312 participants |
| Undergraduate medical, nursing and dental students | Generative AI (GAI)-assisted teaching | Traditional or other standard teaching without GAI assistance | Knowledge examination scores Medical education (clinical medicine, nursing, dentistry) · Sensitivity analysis: one study removed (Yang FF et al. (2021)) | SMD 0.92 [0.69, 1.14] GRADE not reported 56 studies |
| Undergraduate medical students (clinical medicine, nursing, dentistry) | Generative AI-assisted teaching | Traditional or standard teaching without generative AI assistance | Practical examination scores Undergraduate medical education · Sensitivity analysis: omitting Zhong WY et al. (2024) | SMD 1.17 [1.10, 1.24] GRADE not reported 49 studies |
| Undergraduate medical students (clinical medicine, nursing, dentistry) | Generative AI-assisted teaching | Traditional or standard teaching without generative AI assistance | Practical examination scores Undergraduate medical education · Sensitivity analysis: omitting Zhang ML et al. (2025) | SMD 1.18 [1.11, 1.25] GRADE not reported 49 studies |
| Undergraduate medical, nursing and dental students | Generative AI (GAI)-assisted teaching | Traditional or other standard teaching without GAI assistance | Knowledge examination scores Medical education (clinical medicine, nursing, dentistry) · Course content: Other subjects | SMD 0.41 [-0.60, 1.42] GRADE not reported 3 studies · 375 participants |
| Undergraduate medical, nursing and dental students | Generative AI (GAI)-assisted teaching | Traditional or other standard teaching without GAI assistance | Practical examination scores Medical education (clinical medicine, nursing, dentistry) · AI Tools: Self-developed platform | SMD 1.44 [0.97, 1.91] GRADE not reported 18 studies · 1638 participants |
| Undergraduate medical students (clinical medicine, nursing, dentistry) | Generative AI-assisted teaching | Traditional or standard teaching without generative AI assistance | Practical examination scores Undergraduate medical education · Sensitivity analysis: omitting Bai Y et al. (2024) | SMD 1.14 [1.08, 1.21] GRADE not reported 49 studies |
| Undergraduate medical, nursing and dental students | Generative AI (GAI)-assisted teaching | Traditional or other standard teaching without GAI assistance | Knowledge examination scores Medical education (clinical medicine, nursing, dentistry) · Knowledge level: Early-phase (pre-clinical years 1–2) | SMD 0.61 [0.04, 1.19] GRADE not reported 7 studies · 614 participants |
| Undergraduate medical students (clinical medicine, nursing, dentistry) | Generative AI-assisted teaching | Traditional or standard teaching without generative AI assistance | Knowledge examination scores Undergraduate medical education · Sensitivity analysis: omitting Ke H et al. (2024) | SMD 0.97 [0.74, 1.20] GRADE not reported 56 studies |
| Undergraduate medical students (clinical medicine, nursing, dentistry) | Generative AI-assisted teaching | Traditional or standard teaching without generative AI assistance | Knowledge examination scores Undergraduate medical education · Sensitivity analysis: omitting Qin W et al. (2025) | SMD 0.96 [0.72, 1.19] GRADE not reported 56 studies |
| Undergraduate medical students (clinical medicine, nursing, dentistry) | Generative AI-assisted teaching | Traditional or standard teaching without generative AI assistance | Analytical and problem-solving skills, dichotomous Undergraduate medical education | OR 10.28 [2.19, 48.27] GRADE not reported 3 studies · 256 participants |
| Undergraduate medical students (clinical medicine, nursing, dentistry) | Generative AI-assisted teaching | Traditional or standard teaching without generative AI assistance | Practical examination scores Undergraduate medical education · Sensitivity analysis: omitting Huang S et al. (2025) | SMD 1.20 [1.13, 1.27] GRADE not reported 49 studies |
| Undergraduate medical students (clinical medicine, nursing, dentistry) | Generative AI-assisted teaching | Traditional or standard teaching without generative AI assistance | Practical examination scores Undergraduate medical education · Sensitivity analysis: omitting Liu RN et al. (2024) | SMD 1.15 [1.08, 1.22] GRADE not reported 49 studies |
| Undergraduate medical students (clinical medicine, nursing, dentistry) | Generative AI-assisted teaching | Traditional or standard teaching without generative AI assistance | Practical examination scores Undergraduate medical education · Sensitivity analysis: omitting Hui Z et al. (2025) | SMD 1.17 [1.10, 1.24] GRADE not reported 49 studies |
| Undergraduate medical students (clinical medicine, nursing, dentistry) | Generative AI-assisted teaching | Traditional or standard teaching without generative AI assistance | Practical examination scores Undergraduate medical education · Sensitivity analysis: omitting Feng C et al. (2025) | SMD 1.15 [1.08, 1.22] GRADE not reported 49 studies |
| Undergraduate medical, nursing and dental students | Generative AI (GAI)-assisted teaching | Traditional or other standard teaching without GAI assistance | Practical examination scores Medical education (clinical medicine, nursing, dentistry) · Learning duration: Long-term intervention | SMD 1.56 [0.96, 2.16] GRADE not reported 10 studies · 833 participants |
| Undergraduate medical, nursing and dental students | Generative AI (GAI)-assisted teaching | Traditional or other standard teaching without GAI assistance | Learning self-efficacy Medical education (clinical medicine, nursing, dentistry) | SMD 0.75 [0.17, 1.32] GRADE not reported 7 studies · 431 participants |
| Undergraduate medical students (clinical medicine, nursing, dentistry) | Generative AI-assisted teaching | Traditional or standard teaching without generative AI assistance | Practical examination scores Undergraduate medical education · Sensitivity analysis: omitting Höhne E et al. (2025) | SMD 1.19 [1.12, 1.26] GRADE not reported 49 studies |
| Undergraduate medical students (clinical medicine, nursing, dentistry) | Generative AI-assisted teaching | Traditional or standard teaching without generative AI assistance | Knowledge examination scores Undergraduate medical education · Sensitivity analysis: omitting Fernández-Alemán et al (2016) | SMD 0.97 [0.74, 1.21] GRADE not reported 56 studies |
| Undergraduate medical students (clinical medicine, nursing, dentistry) | Generative AI-assisted teaching | Traditional or standard teaching without generative AI assistance | Practical examination scores Undergraduate medical education · Sensitivity analysis: omitting Ergezen Sahin G et al. (2025) | SMD 1.18 [1.11, 1.24] GRADE not reported 49 studies |
| Undergraduate medical, nursing and dental students | Generative AI (GAI)-assisted teaching | Traditional or other standard teaching without GAI assistance | Student satisfaction with teaching Medical education (clinical medicine, nursing, dentistry) | OR 5.58 [4.27, 7.28] GRADE not reported 23 studies · 2422 participants |
| Undergraduate medical students (clinical medicine, nursing, dentistry) | Generative AI-assisted teaching | Traditional or standard teaching without generative AI assistance | Knowledge examination scores Undergraduate medical education · Sensitivity analysis: omitting Wang D et al. (2025) | SMD 0.97 [0.74, 1.21] GRADE not reported 56 studies |
| Undergraduate medical students (clinical medicine, nursing, dentistry) | Generative AI-assisted teaching | Traditional or standard teaching without generative AI assistance | Practical examination scores Undergraduate medical education · Sensitivity analysis: omitting Simsek-Cetinkaya S et al. (2023) | SMD 1.23 [1.16, 1.30] GRADE not reported 49 studies |
| Undergraduate medical students (clinical medicine, nursing, dentistry) | Generative AI-assisted teaching | Traditional or standard teaching without generative AI assistance | Knowledge examination scores Undergraduate medical education · Sensitivity analysis: omitting Zheng K et al. (2024) | SMD 0.95 [0.72, 1.18] GRADE not reported 56 studies |
| Undergraduate medical, nursing and dental students | Generative AI (GAI)-assisted teaching | Traditional or other standard teaching without GAI assistance | Knowledge examination scores Medical education (clinical medicine, nursing, dentistry) · Major of students: Dental major | SMD 0.26 [-0.91, 1.42] GRADE not reported 6 studies · 559 participants |
| Undergraduate medical, nursing and dental students | Generative AI (GAI)-assisted teaching | Traditional or other standard teaching without GAI assistance | Critical thinking skills Medical education (clinical medicine, nursing, dentistry) | SMD 0.82 [-0.97, 2.61] GRADE not reported 3 studies · 266 participants |
| Undergraduate medical students (clinical medicine, nursing, dentistry) | Generative AI-assisted teaching | Traditional or standard teaching without generative AI assistance | Knowledge examination scores Undergraduate medical education · Sensitivity analysis: omitting Wu C et al. (2025) | SMD 0.95 [0.72, 1.18] GRADE not reported 56 studies |
| Undergraduate medical students (clinical medicine, nursing, dentistry) | Generative AI-assisted teaching | Traditional or standard teaching without generative AI assistance | Practical examination scores Undergraduate medical education · Sensitivity analysis: omitting Zheng K et al. (2024) | SMD 1.18 [1.11, 1.25] GRADE not reported 49 studies |
| Undergraduate medical students (clinical medicine, nursing, dentistry) | Generative AI-assisted teaching | Traditional or standard teaching without generative AI assistance | Practical examination scores Undergraduate medical education · Sensitivity analysis: omitting Cai W et al. (2023) | SMD 1.15 [1.08, 1.22] GRADE not reported 49 studies |
| Undergraduate medical, nursing and dental students | Generative AI (GAI)-assisted teaching | Traditional or other standard teaching without GAI assistance | Knowledge examination scores Medical education (clinical medicine, nursing, dentistry) · Course content: Nursing | SMD 0.85 [0.19, 1.51] GRADE not reported 8 studies · 725 participants |
| Undergraduate medical students (clinical medicine, nursing, dentistry) | Generative AI-assisted teaching | Traditional or standard teaching without generative AI assistance | Practical examination scores Undergraduate medical education · Sensitivity analysis: omitting Yang FF et al. (2021) | SMD 1.15 [1.08, 1.22] GRADE not reported 49 studies |
| Undergraduate medical students (clinical medicine, nursing, dentistry) | Generative AI-assisted teaching | Traditional or standard teaching without generative AI assistance | Knowledge examination scores Undergraduate medical education · Sensitivity analysis: omitting Fu HR et al. (2025) | SMD 0.95 [0.72, 1.18] GRADE not reported 56 studies |
| Undergraduate medical students (clinical medicine, nursing, dentistry) | Generative AI-assisted teaching | Traditional or standard teaching without generative AI assistance | Practical examination scores Undergraduate medical education · Sensitivity analysis: omitting Cui XP et al. (2024) | SMD 1.14 [1.08, 1.21] GRADE not reported 49 studies |
| Undergraduate medical, nursing and dental students | Generative AI (GAI)-assisted teaching | Traditional or other standard teaching without GAI assistance | Practical examination scores Medical education (clinical medicine, nursing, dentistry) · Knowledge level: Late-phase (clinical years & internship) | SMD 1.78 [1.29, 2.27] GRADE not reported 19 studies · 1499 participants |
| Undergraduate medical students (clinical medicine, nursing, dentistry) | Generative AI-assisted teaching | Traditional or standard teaching without generative AI assistance | Knowledge examination scores Undergraduate medical education · Sensitivity analysis: omitting Zhao C et al. (2023) | SMD 0.97 [0.74, 1.20] GRADE not reported 56 studies |
| Undergraduate medical students (clinical medicine, nursing, dentistry) | Generative AI-assisted teaching | Traditional or standard teaching without generative AI assistance | Practical examination scores Undergraduate medical education · Sensitivity analysis: omitting Wang HY et al. (2025) | SMD 1.15 [1.08, 1.22] GRADE not reported 49 studies |
| Undergraduate medical, nursing and dental students | Generative AI (GAI)-assisted teaching | Traditional or other standard teaching without GAI assistance | Knowledge examination scores Medical education (clinical medicine, nursing, dentistry) · Learning duration: Single-session intervention | SMD 0.71 [0.03, 1.39] GRADE not reported 13 studies · 1178 participants |
| Undergraduate medical, nursing and dental students | Generative AI (GAI)-assisted teaching | Traditional or other standard teaching without GAI assistance | Practical examination scores Medical education (clinical medicine, nursing, dentistry) · Course content: Surgery (clinical) | SMD 1.16 [0.84, 1.47] GRADE not reported 10 studies · 784 participants |
| Undergraduate medical students (clinical medicine, nursing, dentistry) | Generative AI-assisted teaching | Traditional or standard teaching without generative AI assistance | Practical examination scores Undergraduate medical education · Sensitivity analysis: omitting Yamamoto A et al. (2024) | SMD 1.19 [1.12, 1.26] GRADE not reported 49 studies |
| Undergraduate medical students (clinical medicine, nursing, dentistry) | Generative AI-assisted teaching | Traditional or standard teaching without generative AI assistance | Knowledge examination scores Undergraduate medical education · Sensitivity analysis: omitting Zeng J et al. (2025) | SMD 0.98 [0.74, 1.21] GRADE not reported 56 studies |
| Undergraduate medical, nursing and dental students | Generative AI (GAI)-assisted teaching | Traditional or other standard teaching without GAI assistance | Knowledge examination scores Medical education (clinical medicine, nursing, dentistry) | SMD 0.95 [0.72, 1.18] GRADE not reported 57 studies · 5625 participants |
| Undergraduate medical students (clinical medicine, nursing, dentistry) | Generative AI-assisted teaching | Traditional or standard teaching without generative AI assistance | Knowledge examination scores Undergraduate medical education · Sensitivity analysis: omitting Aneesh KV et al. (2025) | SMD 0.98 [0.75, 1.21] GRADE not reported 56 studies |
| Undergraduate medical students (clinical medicine, nursing, dentistry) | Generative AI-assisted teaching | Traditional or standard teaching without generative AI assistance | Knowledge examination scores Undergraduate medical education · Sensitivity analysis: omitting Höhne E et al. (2025) | SMD 0.98 [0.75, 1.21] GRADE not reported 56 studies |
| Undergraduate medical students (clinical medicine, nursing, dentistry) | Generative AI-assisted teaching | Traditional or standard teaching without generative AI assistance | Practical examination scores Undergraduate medical education · Sensitivity analysis: omitting Han JW et al. (2025) | SMD 1.17 [1.10, 1.24] GRADE not reported 49 studies |
| Undergraduate medical students (clinical medicine, nursing, dentistry) | Generative AI-assisted teaching | Traditional or standard teaching without generative AI assistance | Practical examination scores Undergraduate medical education · Sensitivity analysis: omitting Kestel S et al. (2025) | SMD 1.15 [1.08, 1.22] GRADE not reported 49 studies |
| Undergraduate medical, nursing and dental students | Generative AI (GAI)-assisted teaching | Traditional or other standard teaching without GAI assistance | Practical examination scores Medical education (clinical medicine, nursing, dentistry) · AI Tools: Multiple AI tools | SMD 1.20 [0.14, 2.25] GRADE not reported 2 studies · 186 participants |
| Undergraduate medical students (clinical medicine, nursing, dentistry) | Generative AI-assisted teaching | Traditional or standard teaching without generative AI assistance | Knowledge examination scores Undergraduate medical education · Sensitivity analysis: omitting Zhong WY et al. (2024) | SMD 0.96 [0.73, 1.20] GRADE not reported 56 studies |
| Undergraduate medical students (clinical medicine, nursing, dentistry) | Generative AI-assisted teaching | Traditional or standard teaching without generative AI assistance | Knowledge examination scores Undergraduate medical education · Sensitivity analysis: omitting Tseng LP et al. (2025) | SMD 0.97 [0.73, 1.20] GRADE not reported 56 studies |
| Undergraduate medical students (clinical medicine, nursing, dentistry) | Generative AI-assisted teaching | Traditional or standard teaching without generative AI assistance | Practical examination scores Undergraduate medical education · Sensitivity analysis: omitting Zhu B et al. (2025) | SMD 1.15 [1.08, 1.22] GRADE not reported 49 studies |
| Undergraduate medical, nursing and dental students | Generative AI (GAI)-assisted teaching | Traditional or other standard teaching without GAI assistance | Knowledge examination scores Medical education (clinical medicine, nursing, dentistry) · Major of students: Clinical medical major | SMD 1.13 GRADE not reported 39 studies · 3796 participants |
| Undergraduate medical, nursing and dental students | Generative AI (GAI)-assisted teaching | Traditional or other standard teaching without GAI assistance | Practical examination scores Medical education (clinical medicine, nursing, dentistry) · Geographical location: Asian: China | SMD 1.88 [1.57, 2.19] GRADE not reported 35 studies · 3158 participants |
| Undergraduate medical students (clinical medicine, nursing, dentistry) | Generative AI-assisted teaching | Traditional or standard teaching without generative AI assistance | Practical examination scores Undergraduate medical education · Sensitivity analysis: omitting Li L et al. (2024) | SMD 1.17 [1.10, 1.24] GRADE not reported 49 studies |
| Undergraduate medical, nursing and dental students | Generative AI (GAI)-assisted teaching | Traditional or other standard teaching without GAI assistance | Knowledge examination scores Medical education (clinical medicine, nursing, dentistry) · Learning duration: Not reported | SMD 1.29 [0.93, 1.65] GRADE not reported 7 studies · 589 participants |
| Undergraduate medical students (clinical medicine, nursing, dentistry) | Generative AI-assisted teaching | Traditional or standard teaching without generative AI assistance | Practical examination scores Undergraduate medical education · Sensitivity analysis: omitting Liu MD et al. (2025) | SMD 1.17 [1.10, 1.24] GRADE not reported 49 studies |
| Undergraduate medical, nursing and dental students | Generative AI (GAI)-assisted teaching | Traditional or other standard teaching without GAI assistance | Practical examination scores Medical education (clinical medicine, nursing, dentistry) · AI Tools: ChatGPT | SMD 0.79 [0.19, 1.38] GRADE not reported 10 studies · 897 participants |
| Undergraduate medical students (clinical medicine, nursing, dentistry) | Generative AI-assisted teaching | Traditional or standard teaching without generative AI assistance | Knowledge examination scores Undergraduate medical education · Sensitivity analysis: omitting Liang X et al. (2025) | SMD 0.95 [0.72, 1.18] GRADE not reported 56 studies |
| Undergraduate medical students (clinical medicine, nursing, dentistry) | Generative AI-assisted teaching | Traditional or standard teaching without generative AI assistance | Knowledge examination scores Undergraduate medical education · Sensitivity analysis: omitting Liu MD et al. (2025) | SMD 0.96 [0.72, 1.19] GRADE not reported 56 studies |
| Undergraduate medical students (clinical medicine, nursing, dentistry) | Generative AI-assisted teaching | Traditional or standard teaching without generative AI assistance | Knowledge examination scores Undergraduate medical education · Sensitivity analysis: omitting Li L et al. (2024) | SMD 0.97 [0.74, 1.20] GRADE not reported 56 studies |
| Undergraduate medical students (clinical medicine, nursing, dentistry) | Generative AI-assisted teaching | Traditional or standard teaching without generative AI assistance | Knowledge examination scores Undergraduate medical education · Sensitivity analysis: omitting Ergezen Sahin G et al. (2025) | SMD 0.96 [0.73, 1.19] GRADE not reported 56 studies |
| Undergraduate medical students (clinical medicine, nursing, dentistry) | Generative AI-assisted teaching | Traditional or standard teaching without generative AI assistance | Knowledge examination scores Undergraduate medical education · Sensitivity analysis: omitting Liaw SY et al. (2023) | SMD 0.97 [0.73, 1.20] GRADE not reported 56 studies |
| Undergraduate medical, nursing and dental students | Generative AI (GAI)-assisted teaching | Traditional or other standard teaching without GAI assistance | Self-directed learning ability Medical education (clinical medicine, nursing, dentistry) | SMD 1.25 [0.81, 1.69] GRADE not reported 7 studies · 576 participants |
| Undergraduate medical students (clinical medicine, nursing, dentistry) | Generative AI-assisted teaching | Traditional or standard teaching without generative AI assistance | Practical examination scores Undergraduate medical education · Sensitivity analysis: omitting Ke H et al. (2024) | SMD 1.18 [1.11, 1.25] GRADE not reported 49 studies |
| Undergraduate medical students (clinical medicine, nursing, dentistry) | Generative AI-assisted teaching | Traditional or standard teaching without generative AI assistance | Practical examination scores Undergraduate medical education · Sensitivity analysis: omitting Zhu DR et al. (2025) | SMD 1.16 [1.09, 1.23] GRADE not reported 49 studies |
| Undergraduate medical students (clinical medicine, nursing, dentistry) | Generative AI-assisted teaching | Traditional or standard teaching without generative AI assistance | Knowledge examination scores Undergraduate medical education · Sensitivity analysis: omitting Wang DX et al. (2024) | SMD 0.97 [0.74, 1.21] GRADE not reported 56 studies |
| Undergraduate medical, nursing and dental students | Generative AI (GAI)-assisted teaching | Traditional or other standard teaching without GAI assistance | Knowledge examination scores Medical education (clinical medicine, nursing, dentistry) · Knowledge level: Late-phase (clinical years & internship) | SMD 1.32 [0.79, 1.86] GRADE not reported 13 studies · 1000 participants |
| Undergraduate medical, nursing and dental students | Generative AI (GAI)-assisted teaching | Traditional or other standard teaching without GAI assistance | Knowledge examination scores Medical education (clinical medicine, nursing, dentistry) · Geographical location: Europe and the Americas | SMD 0.17 [-0.25, 0.60] GRADE not reported 7 studies · 813 participants |
| Undergraduate medical students (clinical medicine, nursing, dentistry) | Generative AI-assisted teaching | Traditional or standard teaching without generative AI assistance | Practical examination scores Undergraduate medical education · Sensitivity analysis: omitting Zheng XS et al. (2025) | SMD 1.15 [1.08, 1.22] GRADE not reported 49 studies |
| Undergraduate medical, nursing and dental students | Generative AI (GAI)-assisted teaching | Traditional or other standard teaching without GAI assistance | Practical examination scores Medical education (clinical medicine, nursing, dentistry) · Sensitivity analysis: one study removed (Yu Z et al. (2025)) | SMD 1.15 [1.08, 1.22] GRADE not reported 49 studies |
| Undergraduate medical students (clinical medicine, nursing, dentistry) | Generative AI-assisted teaching | Traditional or standard teaching without generative AI assistance | Knowledge examination scores Undergraduate medical education · Sensitivity analysis: omitting Bai Y et al. (2024) | SMD 0.97 [0.74, 1.20] GRADE not reported 56 studies |
| Undergraduate medical, nursing and dental students | Generative AI (GAI)-assisted teaching | Traditional or other standard teaching without GAI assistance | Practical examination scores Medical education (clinical medicine, nursing, dentistry) · Course content: Basic medical sciences | SMD 1.51 [1.23, 1.75] GRADE not reported 3 studies · 294 participants |
| Undergraduate medical students (clinical medicine, nursing, dentistry) | Generative AI-assisted teaching | Traditional or standard teaching without generative AI assistance | Practical examination scores Undergraduate medical education · Sensitivity analysis: omitting Miao LH et al. (2019) | SMD 1.17 [1.10, 1.24] GRADE not reported 49 studies |
| Undergraduate medical students (clinical medicine, nursing, dentistry) | Generative AI-assisted teaching | Traditional or standard teaching without generative AI assistance | Knowledge examination scores Undergraduate medical education · Sensitivity analysis: omitting Wang HY et al. (2025) | SMD 0.95 [0.72, 1.18] GRADE not reported 56 studies |
| Undergraduate medical, nursing and dental students | Generative AI (GAI)-assisted teaching | Traditional or other standard teaching without GAI assistance | Self-directed learning ability Medical education (clinical medicine, nursing, dentistry) | OR 7.37 [4.53, 12.01] GRADE not reported 7 studies · 655 participants |
| Undergraduate medical students (clinical medicine, nursing, dentistry) | Generative AI-assisted teaching | Traditional or standard teaching without generative AI assistance | Knowledge examination scores Undergraduate medical education · Sensitivity analysis: omitting Huang S et al. (2025) | SMD 0.98 [0.75, 1.21] GRADE not reported 56 studies |
| Undergraduate medical, nursing and dental students | Generative AI (GAI)-assisted teaching | Traditional or other standard teaching without GAI assistance | Knowledge examination scores Medical education (clinical medicine, nursing, dentistry) · Learning duration: Short-term intervention | SMD 0.77 [0.32, 1.22] GRADE not reported 13 studies · 1239 participants |
| Undergraduate medical students (clinical medicine, nursing, dentistry) | Generative AI-assisted teaching | Traditional or standard teaching without generative AI assistance | Knowledge examination scores Undergraduate medical education · Sensitivity analysis: omitting Cai W et al. (2023) | SMD 0.93 [0.70, 1.16] GRADE not reported 56 studies |
| Undergraduate medical, nursing and dental students | Generative AI (GAI)-assisted teaching | Traditional or other standard teaching without GAI assistance | Practical examination scores Medical education (clinical medicine, nursing, dentistry) · Learning duration: Single-session intervention | SMD 1.57 [0.59, 2.54] GRADE not reported 9 studies · 759 participants |
| Undergraduate medical students (clinical medicine, nursing, dentistry) | Generative AI-assisted teaching | Traditional or standard teaching without generative AI assistance | Knowledge examination scores Undergraduate medical education · Sensitivity analysis: omitting Wang X et al. (2022) | SMD 0.93 [0.71, 1.16] GRADE not reported 56 studies |
| Undergraduate medical students (clinical medicine, nursing, dentistry) | Generative AI-assisted teaching | Traditional or standard teaching without generative AI assistance | Practical examination scores Undergraduate medical education · Sensitivity analysis: omitting Wang DX et al. (2024) | SMD 1.17 [1.10, 1.24] GRADE not reported 49 studies |
| Undergraduate medical students (clinical medicine, nursing, dentistry) | Generative AI-assisted teaching | Traditional or standard teaching without generative AI assistance | Practical examination scores Undergraduate medical education · Sensitivity analysis: omitting Wang X et al. (2022) | SMD 1.14 [1.07, 1.21] GRADE not reported 49 studies |
| Undergraduate medical, nursing and dental students | Generative AI (GAI)-assisted teaching | Traditional or other standard teaching without GAI assistance | Practical examination scores Medical education (clinical medicine, nursing, dentistry) · Knowledge level: Mid-phase (clinical transition years 3–4) | SMD 0.74 [0.18, 1.30] GRADE not reported 10 studies · 889 participants |
| Undergraduate medical students (clinical medicine, nursing, dentistry) | Generative AI-assisted teaching | Traditional or standard teaching without generative AI assistance | Knowledge examination scores Undergraduate medical education · Sensitivity analysis: omitting Zhu B et al. (2025) | SMD 0.94 [0.71, 1.16] GRADE not reported 56 studies |
| Undergraduate medical students (clinical medicine, nursing, dentistry) | Generative AI-assisted teaching | Traditional or standard teaching without generative AI assistance | Knowledge examination scores Undergraduate medical education · Sensitivity analysis: omitting Han JW et al. (2023) | SMD 0.98 [0.75, 1.22] GRADE not reported 56 studies |
| Undergraduate medical students (clinical medicine, nursing, dentistry) | Generative AI-assisted teaching | Traditional or standard teaching without generative AI assistance | Practical examination scores Undergraduate medical education · Sensitivity analysis: omitting Yan CC et al. (2021) | SMD 1.17 [1.10, 1.24] GRADE not reported 49 studies |
| Undergraduate medical students (clinical medicine, nursing, dentistry) | Generative AI-assisted teaching | Traditional or standard teaching without generative AI assistance | Practical examination scores Undergraduate medical education · Sensitivity analysis: omitting Chun J et al. (2025) | SMD 1.20 [1.13, 1.27] GRADE not reported 49 studies |
| Undergraduate medical students (clinical medicine, nursing, dentistry) | Generative AI-assisted teaching | Traditional or standard teaching without generative AI assistance | Practical examination scores Undergraduate medical education · Sensitivity analysis: omitting Gokkurt Yilmaz BN et al. (2025) | SMD 1.14 [1.07, 1.21] GRADE not reported 49 studies |
| Undergraduate medical students (clinical medicine, nursing, dentistry) | Generative AI-assisted teaching | Traditional or standard teaching without generative AI assistance | Practical examination scores Undergraduate medical education · Sensitivity analysis: omitting Uysal Yalçın S et al. (2025) | SMD 1.20 [1.13, 1.27] GRADE not reported 49 studies |
| Undergraduate medical students (clinical medicine, nursing, dentistry) | Generative AI-assisted teaching | Traditional or standard teaching without generative AI assistance | Practical examination scores Undergraduate medical education · Sensitivity analysis: omitting Wu C et al. (2025) | SMD 1.17 [1.10, 1.24] GRADE not reported 49 studies |
| Undergraduate medical students (clinical medicine, nursing, dentistry) | Generative AI-assisted teaching | Traditional or standard teaching without generative AI assistance | Knowledge examination scores Undergraduate medical education · Sensitivity analysis: omitting Du YJ et al. (2025) | SMD 0.94 [0.71, 1.16] GRADE not reported 56 studies |
| Undergraduate medical students (clinical medicine, nursing, dentistry) | Generative AI-assisted teaching | Traditional or standard teaching without generative AI assistance | Practical examination scores Undergraduate medical education · Sensitivity analysis: omitting Gao L et al. (2020) | SMD 1.16 [1.09, 1.23] GRADE not reported 49 studies |
| Undergraduate medical, nursing and dental students | Generative AI (GAI)-assisted teaching | Traditional or other standard teaching without GAI assistance | Practical examination scores Medical education (clinical medicine, nursing, dentistry) · AI Tools: Other AI tools | SMD 1.83 [0.85, 2.80] GRADE not reported 6 studies · 452 participants |
| Undergraduate medical students (clinical medicine, nursing, dentistry) | Generative AI-assisted teaching | Traditional or standard teaching without generative AI assistance | Knowledge examination scores Undergraduate medical education · Sensitivity analysis: omitting Cui XP et al. (2024) | SMD 0.94 [0.71, 1.17] GRADE not reported 56 studies |
| Undergraduate medical students (clinical medicine, nursing, dentistry) | Generative AI-assisted teaching | Traditional or standard teaching without generative AI assistance | Knowledge examination scores Undergraduate medical education · Sensitivity analysis: omitting Molu Birsel (2025) | SMD 0.95 [0.72, 1.18] GRADE not reported 56 studies |
| Undergraduate medical, nursing and dental students | Generative AI (GAI)-assisted teaching | Traditional or other standard teaching without GAI assistance | Knowledge examination scores Medical education (clinical medicine, nursing, dentistry) · Major of students: Nursing major | SMD 0.71 [0.22, 1.20] GRADE not reported 11 studies · 1235 participants |
| Undergraduate medical students (clinical medicine, nursing, dentistry) | Generative AI-assisted teaching | Traditional or standard teaching without generative AI assistance | Practical examination scores Undergraduate medical education · Sensitivity analysis: omitting Wang Z et al. (2025) | SMD 1.15 [1.08, 1.22] GRADE not reported 49 studies |
| Undergraduate medical, nursing and dental students | Generative AI (GAI)-assisted teaching | Traditional or other standard teaching without GAI assistance | Knowledge examination scores Medical education (clinical medicine, nursing, dentistry) · Learning duration: Long-term intervention | SMD 1.26 [0.92, 1.60] GRADE not reported 17 studies · 1810 participants |
| Undergraduate medical students (clinical medicine, nursing, dentistry) | Generative AI-assisted teaching | Traditional or standard teaching without generative AI assistance | Knowledge examination scores Undergraduate medical education · Sensitivity analysis: omitting Zhao Y et al. (2024) | SMD 0.96 [0.72, 1.19] GRADE not reported 56 studies |
| Undergraduate medical, nursing and dental students | Generative AI (GAI)-assisted teaching | Traditional or other standard teaching without GAI assistance | Practical examination scores Medical education (clinical medicine, nursing, dentistry) · Course content: Nursing | SMD 1.06 [0.11, 2.01] GRADE not reported 7 studies · 614 participants |
| Undergraduate medical students (clinical medicine, nursing, dentistry) | Generative AI-assisted teaching | Traditional or standard teaching without generative AI assistance | Knowledge examination scores Undergraduate medical education · Sensitivity analysis: omitting Roganović J (2024) | SMD 0.97 [0.74, 1.21] GRADE not reported 56 studies |
| Undergraduate medical, nursing and dental students | Generative AI (GAI)-assisted teaching | Traditional or other standard teaching without GAI assistance | Practical examination scores Medical education (clinical medicine, nursing, dentistry) · AI Tools: Not reported | SMD 2.22 [1.37, 3.07] GRADE not reported 10 studies · 814 participants |
| Undergraduate medical, nursing and dental students | Generative AI (GAI)-assisted teaching | Traditional or other standard teaching without GAI assistance | Knowledge examination scores Medical education (clinical medicine, nursing, dentistry) · AI Tools: Multiple AI tools | SMD 1.20 [0.36, 2.03] GRADE not reported 3 studies · 561 participants |
| Undergraduate medical students (clinical medicine, nursing, dentistry) | Generative AI-assisted teaching | Traditional or standard teaching without generative AI assistance | Practical examination scores Undergraduate medical education · Sensitivity analysis: omitting Xu YM et al. (2021) | SMD 1.17 [1.10, 1.24] GRADE not reported 49 studies |
| Undergraduate medical, nursing and dental students | Generative AI (GAI)-assisted teaching | Traditional or other standard teaching without GAI assistance | Analytical and problem-solving skills Medical education (clinical medicine, nursing, dentistry) | OR 10.28 [2.19, 48.27] GRADE not reported 3 studies · 256 participants |
| Undergraduate medical students (clinical medicine, nursing, dentistry) | Generative AI-assisted teaching | Traditional or standard teaching without generative AI assistance | Knowledge examination scores Undergraduate medical education · Sensitivity analysis: omitting Liang C et al. (2025) | SMD 0.96 [0.73, 1.20] GRADE not reported 56 studies |
| Undergraduate medical students (clinical medicine, nursing, dentistry) | Generative AI-assisted teaching | Traditional or standard teaching without generative AI assistance | Knowledge examination scores Undergraduate medical education · Sensitivity analysis: omitting Zhu DR et al. (2025) | SMD 0.96 [0.73, 1.19] GRADE not reported 56 studies |
| Undergraduate medical students (clinical medicine, nursing, dentistry) | Generative AI-assisted teaching | Traditional or standard teaching without generative AI assistance | Practical examination scores Undergraduate medical education · Sensitivity analysis: omitting Feng M et al. (2024) | SMD 1.16 [1.09, 1.23] GRADE not reported 49 studies |
| Undergraduate medical, nursing and dental students | Generative AI (GAI)-assisted teaching | Traditional or other standard teaching without GAI assistance | Practical examination scores Medical education (clinical medicine, nursing, dentistry) · Major of student: Nursing major | SMD 0.83 [0.08, 1.59] GRADE not reported 11 studies · 978 participants |
| Undergraduate medical students (clinical medicine, nursing, dentistry) | Generative AI-assisted teaching | Traditional or standard teaching without generative AI assistance | Knowledge examination scores Undergraduate medical education · Sensitivity analysis: omitting Al Kahf S et al. (2023) | SMD 0.98 [0.74, 1.21] GRADE not reported 56 studies |
| Undergraduate medical, nursing and dental students | Generative AI (GAI)-assisted teaching | Traditional or other standard teaching without GAI assistance | Practical examination scores Medical education (clinical medicine, nursing, dentistry) · Major of student: Clinical medical major | SMD 1.58 [1.30, 1.86] GRADE not reported 34 studies · 2785 participants |
| Undergraduate medical, nursing and dental students | Generative AI (GAI)-assisted teaching | Traditional or other standard teaching without GAI assistance | Practical examination scores Medical education (clinical medicine, nursing, dentistry) · Course content: Medical imaging | SMD 2.11 [1.38, 2.83] GRADE not reported 11 studies · 837 participants |
| Undergraduate medical, nursing and dental students | Generative AI (GAI)-assisted teaching | Traditional or other standard teaching without GAI assistance | Knowledge examination scores Medical education (clinical medicine, nursing, dentistry) · Sensitivity analysis: one study removed (Bhatia AP et al (2024)) | SMD 1.01 [0.80, 1.22] GRADE not reported 56 studies |
| Undergraduate medical, nursing and dental students | Generative AI (GAI)-assisted teaching | Traditional or other standard teaching without GAI assistance | Practical examination scores Medical education (clinical medicine, nursing, dentistry) · Sensitivity analysis: all studies (combined) | SMD 1.17 [1.10, 1.24] GRADE not reported 50 studies |
| Undergraduate medical students (clinical medicine, nursing, dentistry) | Generative AI-assisted teaching | Traditional or standard teaching without generative AI assistance | Practical examination scores Undergraduate medical education · Sensitivity analysis: omitting Gao Y et al. (2025) | SMD 1.16 [1.09, 1.23] GRADE not reported 49 studies |
| Undergraduate medical students (clinical medicine, nursing, dentistry) | Generative AI-assisted teaching | Traditional or standard teaching without generative AI assistance | Knowledge examination scores Undergraduate medical education · Sensitivity analysis: omitting Coelho MS et al. (2025) | SMD 0.98 [0.75, 1.21] GRADE not reported 56 studies |
| Undergraduate medical, nursing and dental students | Generative AI (GAI)-assisted teaching | Traditional or other standard teaching without GAI assistance | Knowledge examination scores Medical education (clinical medicine, nursing, dentistry) · Sensitivity analysis: all studies (combined) | SMD 0.96 [0.73, 1.19] GRADE not reported 57 studies |
| Undergraduate medical, nursing and dental students | Generative AI (GAI)-assisted teaching | Traditional or other standard teaching without GAI assistance | Practical examination scores Medical education (clinical medicine, nursing, dentistry) · Learning duration: Short-term intervention | SMD 1.45 [0.89, 2.00] GRADE not reported 18 studies · 1547 participants |
| Undergraduate medical, nursing and dental students | Generative AI (GAI)-assisted teaching | Traditional or other standard teaching without GAI assistance | Practical examination scores Medical education (clinical medicine, nursing, dentistry) · Sensitivity analysis: one study removed (Liaw SY et al. (2025)) | SMD 1.22 [1.15, 1.29] GRADE not reported 49 studies |
| Undergraduate medical, nursing and dental students | Generative AI (GAI)-assisted teaching | Traditional or other standard teaching without GAI assistance | Practical examination scores Medical education (clinical medicine, nursing, dentistry) · Learning duration: Not reported | SMD 1.64 [1.14, 2.13] GRADE not reported 8 studies · 594 participants |
| Undergraduate medical students (clinical medicine, nursing, dentistry) | Generative AI-assisted teaching | Traditional or standard teaching without generative AI assistance | Practical examination scores Undergraduate medical education · Sensitivity analysis: omitting Liaw SY et al. (2023) | SMD 1.19 [1.12, 1.26] GRADE not reported 49 studies |
| Undergraduate medical students (clinical medicine, nursing, dentistry) | Generative AI-assisted teaching | Traditional or standard teaching without generative AI assistance | Knowledge examination scores Undergraduate medical education · Sensitivity analysis: omitting Yu Z et al. (2025) | SMD 0.96 [0.72, 1.19] GRADE not reported 56 studies |
| Undergraduate medical, nursing and dental students | Generative AI (GAI)-assisted teaching | Traditional or other standard teaching without GAI assistance | Clinical thinking ability Medical education (clinical medicine, nursing, dentistry) | OR 10.97 [4.93, 24.40] GRADE not reported 4 studies · 340 participants |
| Undergraduate medical, nursing and dental students | Generative AI (GAI)-assisted teaching | Traditional or other standard teaching without GAI assistance | Analytical and problem-solving skills Medical education (clinical medicine, nursing, dentistry) | SMD 1.53 [0.77, 2.29] GRADE not reported 8 studies · 811 participants |
| Undergraduate medical students (clinical medicine, nursing, dentistry) | Generative AI-assisted teaching | Traditional or standard teaching without generative AI assistance | Practical examination scores Undergraduate medical education · Sensitivity analysis: omitting Wang D et al. (2025) | SMD 1.18 [1.11, 1.25] GRADE not reported 49 studies |
| Undergraduate medical, nursing and dental students | Generative AI (GAI)-assisted teaching | Traditional or other standard teaching without GAI assistance | Learning initiative Medical education (clinical medicine, nursing, dentistry) | MD 1.20 [0.10, 2.30] GRADE not reported 4 studies · 283 participants |
| Undergraduate medical, nursing and dental students | Generative AI (GAI)-assisted teaching | Traditional or other standard teaching without GAI assistance | Knowledge examination scores Medical education (clinical medicine, nursing, dentistry) · Course content: Internal medicine (clinical) | SMD 1.00 [0.68, 1.32] GRADE not reported 12 studies · 1314 participants |
| Undergraduate medical students (clinical medicine, nursing, dentistry) | Generative AI-assisted teaching | Traditional or standard teaching without generative AI assistance | Knowledge examination scores Undergraduate medical education · Sensitivity analysis: omitting Han JW et al. (2025) | SMD 0.97 [0.74, 1.20] GRADE not reported 56 studies |
| Undergraduate medical, nursing and dental students | Generative AI (GAI)-assisted teaching | Traditional or other standard teaching without GAI assistance | Knowledge examination scores Medical education (clinical medicine, nursing, dentistry) · AI Tools: Kimi | SMD 1.60 [0.41, 2.79] GRADE not reported 2 studies · 147 participants |
| Undergraduate medical, nursing and dental students | Generative AI (GAI)-assisted teaching | Traditional or other standard teaching without GAI assistance | Practical examination scores Medical education (clinical medicine, nursing, dentistry) · Learning duration: Medium-term intervention | SMD 1.31 [0.88, 1.74] GRADE not reported 5 studies · 549 participants |
| Undergraduate medical students (clinical medicine, nursing, dentistry) | Generative AI-assisted teaching | Traditional or standard teaching without generative AI assistance | Practical examination scores Undergraduate medical education · Sensitivity analysis: omitting Chang CY et al. (2025) | SMD 1.18 [1.11, 1.25] GRADE not reported 49 studies |
| Undergraduate medical students (clinical medicine, nursing, dentistry) | Generative AI-assisted teaching | Traditional or standard teaching without generative AI assistance | Knowledge examination scores Undergraduate medical education · Sensitivity analysis: omitting Feng M et al. (2024) | SMD 0.96 [0.73, 1.20] GRADE not reported 56 studies |
| Undergraduate medical, nursing and dental students | Generative AI (GAI)-assisted teaching | Traditional or other standard teaching without GAI assistance | Practical examination scores Medical education (clinical medicine, nursing, dentistry) · Geographical location: Europe and the Americas | SMD 0.91 [0.05, 1.77] GRADE not reported 4 studies · 181 participants |
| Undergraduate medical, nursing and dental students | Generative AI (GAI)-assisted teaching | Traditional or other standard teaching without GAI assistance | Knowledge examination scores Medical education (clinical medicine, nursing, dentistry) · AI Tools: Self-developed platform | SMD 1.36 [0.81, 1.91] GRADE not reported 12 studies · 1008 participants |
| Undergraduate medical students (clinical medicine, nursing, dentistry) | Generative AI-assisted teaching | Traditional or standard teaching without generative AI assistance | Knowledge examination scores Undergraduate medical education · Sensitivity analysis: omitting Zhang ML et al. (2025) | SMD 0.97 [0.74, 1.21] GRADE not reported 56 studies |
| Undergraduate medical, nursing and dental students | Generative AI (GAI)-assisted teaching | Traditional or other standard teaching without GAI assistance | Practical examination scores Medical education (clinical medicine, nursing, dentistry) · Geographical location: Other Asian Regions | SMD 0.45 [-0.19, 1.12] GRADE not reported 11 studies · 943 participants |
| Undergraduate medical, nursing and dental students | Generative AI (GAI)-assisted teaching | Traditional or other standard teaching without GAI assistance | Practical examination scores Medical education (clinical medicine, nursing, dentistry) · Knowledge level: Not reported | SMD 2.01 [1.18, 2.55] GRADE not reported 15 studies · 1397 participants |
| Undergraduate medical, nursing and dental students | Generative AI (GAI)-assisted teaching | Traditional or other standard teaching without GAI assistance | Practical examination scores Medical education (clinical medicine, nursing, dentistry) | SMD 1.48 [1.20, 1.77] GRADE not reported 50 studies · 4282 participants |
| Undergraduate medical, nursing and dental students | Generative AI (GAI)-assisted teaching | Traditional or other standard teaching without GAI assistance | Knowledge examination scores Medical education (clinical medicine, nursing, dentistry) · AI Tools: Other AI tools | SMD 0.51 [0.11, 0.91] GRADE not reported 10 studies · 1169 participants |
| Undergraduate medical students (clinical medicine, nursing, dentistry) | Generative AI-assisted teaching | Traditional or standard teaching without generative AI assistance | Practical examination scores Undergraduate medical education · Sensitivity analysis: omitting Yilmaz R et al. (2024) | SMD 1.16 [1.09, 1.23] GRADE not reported 49 studies |
| Undergraduate medical students (clinical medicine, nursing, dentistry) | Generative AI-assisted teaching | Traditional or standard teaching without generative AI assistance | Knowledge examination scores Undergraduate medical education · Sensitivity analysis: omitting Zheng XS et al. (2025) | SMD 0.95 [0.72, 1.18] GRADE not reported 56 studies |
| Undergraduate medical students (clinical medicine, nursing, dentistry) | Generative AI-assisted teaching | Traditional or standard teaching without generative AI assistance | Knowledge examination scores Undergraduate medical education · Sensitivity analysis: omitting Akutay S et al. (2024) | SMD 0.97 [0.74, 1.21] GRADE not reported 56 studies |
| Undergraduate medical, nursing and dental students | Generative AI (GAI)-assisted teaching | Traditional or other standard teaching without GAI assistance | Knowledge examination scores Medical education (clinical medicine, nursing, dentistry) · Geographical location: Other Asian Regions | SMD 0.30 [-0.34, 0.93] GRADE not reported 9 studies · 1051 participants |
| Undergraduate medical, nursing and dental students | Generative AI (GAI)-assisted teaching | Traditional or other standard teaching without GAI assistance | Student satisfaction with teaching Medical education (clinical medicine, nursing, dentistry) | SMD 0.94 [0.48, 1.40] GRADE not reported 15 studies · 1372 participants |
| Undergraduate medical, nursing and dental students | Generative AI (GAI)-assisted teaching | Traditional or other standard teaching without GAI assistance | Knowledge examination scores Medical education (clinical medicine, nursing, dentistry) · AI Tools: ChatGPT | SMD 0.66 [0.11, 1.21] GRADE not reported 14 studies · 1290 participants |
Included primary studies 119
Open in Studies| Study | Year | Also included by | Outcomes it informs here | Trial data |
|---|---|---|---|---|
| Wang et al. 2024 matched by author and year (probable) | NR | 3 other reviews | not stated | not extracted yet |
| Chen 2025 matched by author and year (probable) | NR | 2 other reviews | not stated | not extracted yet |
| Bhatia et al. 2024 matched by author and year (probable) | NR | 1 other review | not stated | not extracted yet |
| Cheng et al. 2025 matched by author and year (probable) | NR | 1 other review | not stated | not extracted yet |
| Kang et al. 2023 matched by author and year (probable) | NR | 1 other review | not stated | not extracted yet |
| Liang et al. 2025 matched by author and year (probable) | NR | 1 other review | not stated | not extracted yet |
| Wang et al. 2022 matched by author and year (probable) | NR | 1 other review | not stated | not extracted yet |
| Zhang et al. 2025 matched by author and year (probable) | NR | 1 other review | not stated | not extracted yet |
| Zhao et al. 2023 matched by author and year (probable) | NR | 1 other review | not stated | not extracted yet |
| Zhao et al. 2024 matched by author and year (probable) | NR | 1 other review | not stated | not extracted yet |
| Zheng 2025 matched by author and year (probable) | NR | 1 other review | not stated | not extracted yet |
| Akutay 2024 The effect of artificial intelligence supported case analysis on nursing students' case management performance and satisfaction: A… PMID:39299058 | 2024 | this review only | not stated | not extracted yet |
| Akutay et al. 2024 matched by author and year (probable) | NR | this review only | not stated | not extracted yet |
| Al Kahf 2023 Chatbot-based serious games: A useful tool for training medical students? A randomized controlled trial. PMID:36913346 | 2023 | this review only | not stated | not extracted yet |
| Al Kahf et al. 2023 matched by author and year (probable) | NR | this review only | not stated | not extracted yet |
| Aneesh 2025 DOI:10.70034/ijmedph.2025.3.385 | NR | this review only | not stated | not extracted yet |
| Aneesh et al. 2025 matched by author and year (probable) | NR | this review only | not stated | not extracted yet |
| Bai 2024 DOI:10.16681/j.cnki.wcqe.202416034 | NR | this review only | not stated | not extracted yet |
| Bhatia 2024 A Comparative Analysis of Conventional and Chat-Generative Pre-trained Transformer-Assisted Teaching Methods in Undergraduate Dental… PMID:38854264 | 2024 | this review only | not stated | not extracted yet |
| Cai 2023 DOI:10.3969/j.issn.1674-9308.2023.07.010 | NR | this review only | not stated | not extracted yet |
| Chang 2025 The Effect of a Generative AI-Based Teaching Strategy on Building Students' Competency. PMID:40489574 | 2025 | this review only | not stated | not extracted yet |
| Chang et al. 2025 matched by author and year (probable) | NR | this review only | not stated | not extracted yet |
| Chen 2025 Evaluation of the impact of AI-driven personalized learning platform on medical students' learning performance. PMID:41020237 | 2025 | this review only | not stated | not extracted yet |
| Cheng 2025 DOI:10.13558/j.cnki.issn1672-3686.2025.006.015 | NR | this review only | not stated | not extracted yet |
| Chun 2025 A Comparative Analysis of On-Device AI-Driven, Self-Regulated Learning and Traditional Pedagogy in University Health Sciences Education DOI:10.3390/app15041815 | 2025 | this review only | not stated | not extracted yet |
| Chun et al. 2025 matched by author and year (probable) | NR | this review only | not stated | not extracted yet |
| Coelho 2026 Chatbot Versus Lecture in the Teaching of Endodontic Diagnosis for Undergraduate Students-A Pilot Study. PMID:40384501 | 2026 | this review only | not stated | not extracted yet |
| Coelho et al. 2026 matched by author and year (probable) | NR | this review only | not stated | not extracted yet |
| Cui 2024 DOI:10.12218/j.issn.2095-4743.2024.24.037 | NR | this review only | not stated | not extracted yet |
| Dupont 2025 Evaluating podcasts as a tool for OSCE training: a randomized trial using generative AI-powered simulation. PMID:40128772 | 2025 | this review only | not stated | not extracted yet |
| Dupont et al. 2025 matched by author and year (probable) | NR | this review only | not stated | not extracted yet |
| Ergezen Sahin 2025 Effects of artificial intelligence based physiotherapy educational approach in developing clinical reasoning skills: a randomized… PMID:41068907 | 2025 | this review only | not stated | not extracted yet |
| Ergezen Sahin et al. 2025 matched by author and year (probable) | NR | this review only | not stated | not extracted yet |
| Fan 2025 DOI:10.3760/cma.j.cn116021-20241204-02034 | NR | this review only | not stated | not extracted yet |
| Feng 2024 DOI:10.3969/j.issn.1672-2671.2024.06.032 | NR | this review only | not stated | not extracted yet |
| Feng 2025 DOI:10.3969/j.issn.1672-7274.2025.07.051 | NR | this review only | not stated | not extracted yet |
| Feng 2025 matched by author and year (probable) | NR | this review only | not stated | not extracted yet |
| Feng et al. 2024 matched by author and year (probable) | NR | this review only | not stated | not extracted yet |
| Fernández-Alemán 2016 The evaluation of i-SIDRA - a tool for intelligent feedback - in a course on the anatomy of the locomotor system. PMID:27573325 | 2016 | this review only | not stated | not extracted yet |
| Fernández-Alemán et al. 2016 matched by author and year (probable) | NR | this review only | not stated | not extracted yet |
| Gan 2024 Integrating ChatGPT in Orthopedic Education for Medical Undergraduates: Randomized Controlled Trial. PMID:39163598 | 2024 | this review only | not stated | not extracted yet |
| Gao 2020 DOI:10.3760/cma.j.cn116021-20190614-00129 | NR | this review only | not stated | not extracted yet |
| Gao 2025 DOI:10.16659/j.cnki.1672-5654.2025.05.004 | NR | this review only | not stated | not extracted yet |
| Gokkurt Yilmaz 2025 Effect of artificial intelligence-assisted personalized feedback on radiographic diagnostic performance of dental students: a controlled… PMID:41074130 | 2025 | this review only | not stated | not extracted yet |
| Gokkurt Yilmaz et al. 2025 matched by author and year (probable) | NR | this review only | not stated | not extracted yet |
| Han 2022 Analysis of the effect of an artificial intelligence chatbot educational program on non-face-to-face classes: a quasi-experimental study. PMID:36457086 | 2022 | this review only | not stated | not extracted yet |
| Han 2025 Development and effects of a chatbot education program for self-directed learning in nursing students. PMID:40457281 | 2025 | this review only | not stated | not extracted yet |
| Hassoulas 2025 A pilot study investigating the efficacy of technology enhanced case based learning (CBL) in small group teaching. PMID:40320497 | 2025 | this review only | not stated | not extracted yet |
| Hassoulas et al. 2025 matched by author and year (probable) | NR | this review only | not stated | not extracted yet |
| Höhne 2025 A Comparative Bicentric Study on Ultrasound Education for Students: App- and AI-Supported Learning Versus Traditional Hands-on Instruction… PMID:40300993 | 2025 | this review only | not stated | not extracted yet |
| Höhne et al. 2025 matched by author and year (probable) | NR | this review only | not stated | not extracted yet |
| Huang 2025 Exploring the Application Capability of ChatGPT as an Instructor in Skills Education for Dental Medical Students: Randomized Controlled… PMID:40424023 | 2025 | this review only | not stated | not extracted yet |
| Huang et al. 2025 matched by author and year (probable) | NR | this review only | not stated | not extracted yet |
| Hui 2025 Application of ChatGPT-assisted problem-based learning teaching method in clinical medical education. PMID:39799356 | 2025 | this review only | not stated | not extracted yet |
| Kalam 2025 ChatGPT as a Learning Tool for Medical Students: Results From a Randomized Controlled Trial. PMID:40656250 | 2025 | this review only | not stated | not extracted yet |
| Kalam et al. 2025 matched by author and year (probable) | NR | this review only | not stated | not extracted yet |
| Kang 2023 DOI:10.3969/j.issn.1674-9308.2023.09.014 | NR | this review only | not stated | not extracted yet |
| Ke 2024 DOI:10.3969/j.issn.2095-8552.2024.05.032 | NR | this review only | not stated | not extracted yet |
| Kejingyun 2025 Randomized Controlled Study on the Impact of Problem-Based Learning Combined With Large Language Models on Critical Thinking Skills in… PMID:40261697 | 2025 | this review only | not stated | not extracted yet |
| Kejingyun and Mingjun 2025 matched by author and year (probable) | NR | this review only | not stated | not extracted yet |
| Kestel 2025 The effect of chatbot-supported instruction on nursing students' history-taking questioning skills and stress level: A randomized… PMID:40915772 | 2025 | this review only | not stated | not extracted yet |
| Kestel et al. 2025 matched by author and year (probable) | NR | this review only | not stated | not extracted yet |
| Li 2024 DOI:10.3969/j.issn.1004-6763.2024.11.023 | NR | this review only | not stated | not extracted yet |
| Li 2025 The role of generative AI tools in case-based learning and teaching evaluation of medical biochemistry. PMID:40847414 | 2025 | this review only | not stated | not extracted yet |
| Liang 2025 DOI:10.13566/j.cnki.cmet.cn61-1317/g4.202503015 | NR | this review only | not stated | not extracted yet |
| Liang 2025 DOI:10.3969/j.issn.1004-6763.2025.03.023 | NR | this review only | not stated | not extracted yet |
| Liaw 2023 Artificial Intelligence Versus Human-Controlled Doctor in Virtual Reality Simulation for Sepsis Team Training: Randomized Controlled Study. PMID:37494112 | 2023 | this review only | not stated | not extracted yet |
| Liaw 2025 Artificial intelligence-enabled virtual reality simulation for clinical deterioration training: An effectiveness-implementation hybrid… PMID:40627957 | 2025 | this review only | not stated | not extracted yet |
| Liaw et al. 2023 matched by author and year (probable) | NR | this review only | not stated | not extracted yet |
| Liaw et al. 2025 matched by author and year (probable) | NR | this review only | not stated | not extracted yet |
| Liu 2022 DOI:10.3969/j.issn.1674-9308.2022.15.025 | NR | this review only | not stated | not extracted yet |
| Liu 2024 DOI:10.16659/j.cnki.1672-5654.2024.16.144 | NR | this review only | not stated | not extracted yet |
| Liu 2025 DOI:10.14035/j.cnki.hljyy.2025.02.022 | NR | this review only | not stated | not extracted yet |
| Liu 2025 DOI:10.16766/j.cnki.issn.1674-4152.004018 | NR | this review only | not stated | not extracted yet |
| Liu 2025 AI-powered platform revolutionizing blood cell morphology education for medical students. PMID:40866926 | 2025 | this review only | not stated | not extracted yet |
| Mayor-Silva 2026 Comparison between the traditional study method and AI use in the analysis of an occupational risk prevention law in Nursing students: An… DOI:10.1016/j.teln.2025.08.018 | 2026 | this review only | not stated | not extracted yet |
| Mayor-Silva et al. 2026 matched by author and year (probable) | NR | this review only | not stated | not extracted yet |
| Miao et al. 2019 matched by author and year (probable) | NR | this review only | not stated | not extracted yet |
| Miao LH Li 2019 DOI:10.15912/j.cnki.gocm.2019.20.231 | NR | this review only | not stated | not extracted yet |
| Molu 2025 matched by author and year (probable) | NR | this review only | not stated | not extracted yet |
| Molu 2025 Improving Nursing Students' Learning Outcomes in Neonatal Resuscitation: A Quasi-Experimental Study Comparing AI-Assisted Care Plan… PMID:39733257 | 2025 | this review only | not stated | not extracted yet |
| Qin 2025 DOI:10.15956/j.cnki.chin.j.conserv.dent.2025.08.011 | NR | this review only | not stated | not extracted yet |
| Roganović 2024 matched by author and year (probable) | NR | this review only | not stated | not extracted yet |
| Roganović 2024 Familiarity with ChatGPT Features Modifies Expectations and Learning Outcomes of Dental Students. PMID:38677973 | 2024 | this review only | not stated | not extracted yet |
| Shi 2025 DOI:10.13898/j.cnki.issn.2097-5252.2025.08.034 | NR | this review only | not stated | not extracted yet |
| Simsek-Cetinkaya 2023 Evaluation of the effectiveness of artificial intelligence assisted interactive screen-based simulation in breast self-examination: An… PMID:37253303 | 2023 | this review only | not stated | not extracted yet |
| Simsek-Cetinkaya et al. 2023 matched by author and year (probable) | NR | this review only | not stated | not extracted yet |
| Tseng 2025 Exploring artificial intelligence literacy and the use of ChatGPT and copilot in instruction on nursing academic report writing. PMID:39827788 | 2025 | this review only | not stated | not extracted yet |
| Tseng et al. 2025 matched by author and year (probable) | NR | this review only | not stated | not extracted yet |
| Uysal Yalçin 2025 Use of ChatGPT in nursing education: A mixed method research on student perceptions and experiential practice recommendations. PMID:41151227 | 2025 | this review only | not stated | not extracted yet |
| Uysal Yalçin et al. 2025 matched by author and year (probable) | NR | this review only | not stated | not extracted yet |
| Wang 2022 DOI:10.3969/j.issn.1002-1701.2022.05.053 | NR | this review only | not stated | not extracted yet |
| Wang 2024 Application of artificial intelligence-assisted image diagnosis software based on volume data reconstruction technique in medical imaging… PMID:38605345 | 2024 | this review only | not stated | not extracted yet |
| Wang 2025 DOI:10.3969/j.issn.1674-8573.2025.05.008 | NR | this review only | not stated | not extracted yet |
| Wang 2025 Feasibility study of using GPT for history-taking training in medical education: a randomized clinical trial. PMID:40640776 | 2025 | this review only | not stated | not extracted yet |
| Wang et al. 2025 matched by author and year (probable) | NR | this review only | not stated | not extracted yet |
| Wang HY Li 2025 DOI:10.12259/j.issn.2095-610x.s20250920 | NR | this review only | not stated | not extracted yet |
| Wu 2025 Application of ChatGPT-based blended medical teaching in clinical education of hepatobiliary surgery. PMID:38614458 | 2025 | this review only | not stated | not extracted yet |
| Xu et al. 2021 Higher dietary intake of alpha-linolenic acid is associated with lower insulin resistance in middle-aged Japanese. PMID:20211645 | 2010 | this review only | not stated | not extracted yet |
| Yamamoto 2024 Enhancing Medical Interview Skills Through AI-Simulated Patient Interactions: Nonrandomized Controlled Trial. PMID:39312284 | 2024 | this review only | not stated | not extracted yet |
| Yamamoto et al. 2024 matched by author and year (probable) | NR | this review only | not stated | not extracted yet |
| Yan 2021 DOI:10.3969/j.issn.1005-7803.2021.11.032 | NR | this review only | not stated | not extracted yet |
| Yang 2021 DOI:10.3969/j.issn.1674-9308.2021.18.020 | NR | this review only | not stated | not extracted yet |
| Yang et al. 2021 matched by author and year (probable) | NR | this review only | not stated | not extracted yet |
| Yilmaz 2024 Effect of Feedback Modality on Simulated Surgical Skills Learning Using Automated Educational Systems- A Four-Arm Randomized Control Trial. PMID:38160107 | 2024 | this review only | not stated | not extracted yet |
| Yilmaz et al. 2024 matched by author and year (probable) | NR | this review only | not stated | not extracted yet |
| Yu 2025 DOI:10.3969/j.issn.1004-6763.2025.06.028 | NR | this review only | not stated | not extracted yet |
| Zeng 2025 Enhancing ophthalmology students' awareness of retinitis pigmentosa: assessing the efficacy of ChatGPT in AI-assisted teaching of rare… PMID:40171502 | 2025 | this review only | not stated | not extracted yet |
| Zeng et al. 2025 matched by author and year (probable) | NR | this review only | not stated | not extracted yet |
| Zhang 2025 DOI:10.13898/j.cnki.issn.2097-5252.2025.07.032 | NR | this review only | not stated | not extracted yet |
| Zhao 2023 Comparison of case-based learning using Watson for oncology and traditional method in teaching undergraduate medical students. PMID:37301132 | 2023 | this review only | not stated | not extracted yet |
| Zhao 2024 DOI:10.3969/j.issn.1674-9308.2024.06.019 | NR | this review only | not stated | not extracted yet |
| Zheng 2024 Application of AI-empowered scenario-based simulation teaching mode in cardiovascular disease education. PMID:39272041 | 2024 | this review only | not stated | not extracted yet |
| Zheng et al. 2024 matched by author and year (probable) | NR | this review only | not stated | not extracted yet |
| Zhong 2024 DOI:10.3969/j.issn.1674-9308.2024.21.002 | NR | this review only | not stated | not extracted yet |
| Zhong et al. 2024 matched by author and year (probable) | NR | this review only | not stated | not extracted yet |
| Zhu 2025 DOI:10.19717/j.cnki.jjun.2025.03.023 | NR | this review only | not stated | not extracted yet |
| Zhu 2025 DOI:10.3969/j.issn.1005-7803.2025.04.034 | NR | this review only | not stated | not extracted yet |
| Zhu YL Li 2025 DOI:10.3969/j.issn.1000-9760.2025.03.020 | NR | this review only | not stated | not extracted yet |
Overlap with other reviews
Reviews that include the same primary studies are not independent evidence. Shared counts match studies by PMID, DOI or NCT, and otherwise by author and year (a probable match). Only the non-Cochrane dental reviews have study lists, so overlap with Cochrane reviews is not counted yet.
Review question
| Element | Planned (methods) | Found (results) |
|---|---|---|
| Population | Undergraduate medical students (clinical medicine, nursing, dentistry) | Medical students (n=7,566 across arms): clinical medicine 52 studies, nursing 17, dentistry 7, occupational therapy 2 |
| Intervention | Generative AI-assisted teaching methods | GAI-assisted teaching: ChatGPT (20 studies), self-developed AI platforms (22), other tools; 14 studies did not name the tool |
| Comparison | Traditional or other standard teaching without GAI assistance | Traditional teaching (lecture-based, case-based, video, textbook or non-AI versions of the same method) |
| Outcomes | Primary: final knowledge exam scores and practical assessment scores; secondary: teaching satisfaction, learning self-efficacy, learning initiative, self-directed learning ability, clinical thinking ability, analytical and problem-solving skills, critical thinking skills | Knowledge scores (57 studies), practical scores (50), satisfaction (15 continuous, 23 dichotomous), self-efficacy (7), learning initiative (4 and 4), self-directed learning (7 and 7), clinical thinking (14 and 4), analytical and problem-solving (8 and 3), critical thinking (3) |
| Study designs | Two-group controlled studies, randomized or non-randomized | 61 RCTs and 17 non-randomized controlled trials |
| Timing | Studies published 2002 to 14 November 2025; no follow-up timepoints specified | Interventions from one lesson to over one year; 17 single-session, 52 longer than one week, 9 not reported |
AMSTAR 2 items
Two independent extractors rated each item. Their ratings are shown side by side because they have not been reconciled yet. The overall rating follows Shea et al. 2017: one critical flaw gives Low, more than one gives Critically Low.
| Item | Extractor A | Extractor B | Agree |
|---|---|---|---|
| 1Research question includes PICO components | Yes | Yes | yes |
| 2Protocol established before the reviewcritical | Partial Yes | Partial Yes | yes |
| 3Choice of study designs explained | No | No | yes |
| 4Comprehensive literature searchcritical | Partial Yes | Partial Yes | yes |
| 5Study selection in duplicate | No | No | yes |
| 6Data extraction in duplicate | Yes | Yes | yes |
| 7List of excluded studies with reasonscritical | No | No | yes |
| 8Included studies described in detail | Yes | Partial Yes | no |
| 9Risk of bias assessed satisfactorilycritical | RCT: Yes · NRSI: Partial Yes | NRSI: Partial Yes · RCT: Yes | no |
| 10Funding of included studies reported | No | No | yes |
| 11Appropriate meta-analysis methodscritical | RCT: Yes · NRSI: No | NRSI: No · RCT: Yes | no |
| 12Impact of risk of bias on the pooled results | No | No | yes |
| 13Risk of bias accounted for in interpretationcritical | No | No | yes |
| 14Heterogeneity explained | Yes | Yes | yes |
| 15Publication bias investigatedcritical | Yes | Yes | yes |
| 16Conflicts of interest reported | Yes | Yes | yes |
| Overall | Critically Low | Critically Low | yes |