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This study presents a scoping review of research on artificial intelligence (AI)- driven virtual patients (VPs) for communication skills training of healthcare students. We aimed to establish what is known about these emergent learning tools, to characterise their design and implementation into training programmes. The preferred reporting items for systematic reviews and meta-analyses extension for scoping reviews framework was consulted. Searches occurred in six online databases to capture relevant articles from 2014 to 2024. Eight articles from five disciplines met inclusion criteria. A variety of design approaches, creation tools and VP appearances exist. Educational considerations such as consultation of educational theory, curricular integration and provision of feedback was overall lacking. Neutral to positive evaluations of satisfaction and acceptance of the VPs were provided by most students. Emerging literature suggests AI-driven VPs are increasingly being utilised for communication skills training, although their effectiveness is not established. Careful consideration of technological design features, educational theory and evidence regarding communication skill development should occur by clinical educators wishing to include AI-driven VPs in their training programmes. Further empirical research involving key stakeholders is needed to learn more about this technology. Implications for practice or policy: Students may find benefit from having opportunities to use AI-driven VPs for communication skill development. Developers could avoid some criticisms of AI-driven VPs by carefully addressing technical issues Educators should consult evidence on educational and communication theories when utilising AI-driven VPs. Researchers should consider increasing the involvement of key stakeholders in the design and evaluation of communication skill focused AI-driven VPs.
Bowers et al. (Thu,) studied this question.