Exploring the role of generative artificial intelligence in enhancing clinical skills training: A bibliometric analysis

Abstract

Background: Traditional clinical skills training faces challenges such as limited standardized patient resources, high costs of simulation equipment, and restricted opportunities for repeated practice. Generative artificial intelligence (GAI), particularly large language models, has attracted increasing attention as a potential tool for simulation, feedback, and adaptive learning in medical education. However, the research landscape and thematic development of GAI in clinical skills training remain insufficiently mapped. Methods: A bibliometric analysis was conducted using literature retrieved from the Web of Science Core Collection from January 1, 2011 to April 1, 2025. VOSviewer, the Bibliometrix R package, and CiteSpace were used to analyze publication trends, country and institutional contributions, journal distribution, collaboration networks, keyword co-occurrence, co-cited references, and citation bursts. Results: A total of 322 publications were included. Research activity remained limited before 2023 but increased rapidly thereafter. The United States contributed the largest number of publications, followed by China and India. Major contributing institutions included the National University of Singapore, Gazi University, and Nova Southeastern University. Frequently publishing journals included JMIR Medical Education, Medical Teacher, and BMC Medical Education. Keyword and thematic analyses showed that current research attention is mainly concentrated on ChatGPT, large language models, natural language processing, clinical reasoning simulation, personalized learning, virtual patient interaction, and ethical governance. Conclusions: Research on GAI in clinical skills training is in an early but rapidly expanding stage, with growing scholarly attention to language-model-driven educational applications and related ethical issues. The bibliometric findings reflect research activity, knowledge structure, and thematic priorities rather than direct evidence of educational effectiveness. Future studies should adopt rigorous empirical designs and standardized evaluation frameworks to assess the effectiveness, safety, and appropriate boundaries of GAI applications in clinical skills training.