Strategies to incorporate generative artificial intelligence in simulation-based education among undergraduate students of healthcare professions: A scoping review

<h2>Abstract</h2><h3>Background</h3> Complex prompting and unreadiness among faculty and students are some of the reported challenges when incorporating generative artificial intelligence (GenAI) into simulation-based education (SBE) in undergraduate healthcare programmes. However, strategies for incorporating GenAI into SBE are unclear. This scoping review identified current evidence on GenAI technology, its role, study outcomes, and strategies to incorporate GenAI into the SBE of undergraduate healthcare programmes. <h3>Methods</h3> The Joanna Briggs Institute methodology for scoping reviews was adopted. Eight electronic databases were searched from inception to January 21, 2025. Two authors independently screened and extracted data. The PAGER framework collated, critiqued, and reported the results. <h3>Results</h3> Eight studies were included. ChatGPT was the most frequently employed GenAI technology in SBE of undergraduate healthcare programmes, to enhance the students' cognitive and affective learning. Study outcomes focused on usability. Five core strategies were synthesized: (a) establish guidelines on GenAI use; (b) enhance GenAI literacy; (c) enhance competency in GenAI prompting in simulation; (d) ensure pedagogical alignment; and (e) conduct pilot tests. <h3>Conclusions</h3> The findings provide insights into GenAI integration in SBE in undergraduate healthcare programmes. Further studies on the benefits of GenAI when applied to SBE are needed to demonstrate its impact on student learning.