Ethical use of artificial intelligence in undergraduate medical education
a scoping review protocol
Abstract
Introduction: Artificial Intelligence (AI) has been increasingly incorporated into medical practice and undergraduate education, offering benefits such as improved diagnostic accuracy, personalized treatments, and learning support, while also raising pertinent ethical concerns. This protocol aims to describe the development of a scoping review that will map and analyze the scientific evidence on the ethical use of AI in medical education, identifying gaps, trends, and strategies for its responsible integration into the curriculum. Materials and Methods: The methodological guidelines of the Joanna Briggs Institute will be followed, and reporting will comply with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews. The findings will be presented according to the PAGER Framework. The research question will be structured based on the mnemonic PCC, and the search will be conducted across four databases, utilizing both Health Sciences Descriptors and Medical Subject Headings, combined with Boolean operators. The protocol is registered in the Open Science Framework platform, ensuring transparency and reproducibility. Expected Results: The data will be extracted into a standardized spreadsheet containing information on objectives, methods, results, and ethical implications, and will be presented in both tabular and narrative formats. Final Considerations: This review will inform educational policies, teaching practices, and future research, thereby fostering medical training that is ethical, critical, and aligned with technological advancements.
Keywords: Artificial Intelligence; Medical Ethics; Medical Education.
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Copyright (c) 2025 Caroline Giot Bronner Fogaça, Rafael Rossi, Renata Burghausen Valença de Souza, Sandro Marques, William Augusto Gomes de Oliveira Bellani
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