Abstract

This study analyzed the educational domains and stages in which AI-based education was applied in healthcare university education, the methods of AI application, and the types of learner-generative AI interactions. It also aimed to understand educational outcomes and the current status of ethical considerations. Steps 1–5 of the scoping literature review procedure proposed by Arksey and O’Malley (2025) were applied, and literature search, selection, and analysis were conducted according to the PRISMA-ScR guidelines. A search of domestic and international academic databases yielded 1,326 articles, of which 18 were finally included in the analysis after a step-by-step selection process. The analysis revealed that research on generative AI in education increased after 2023, primarily in theoretical education and classroom activities. Learner-AI interactions were interactive and feedbackfocused, and while cognitive and emotional outcomes were positive, technical outcomes related to performance and skill application showed limited effects. The use of generative AI in healthcare university education has been expanding, focusing on learning support. This suggests the need for future educational design that integrates it with practical training and incorporates ethics and equity considerations.