Publication date: Oct 01, 2025

There is growing interest in integrating technology into clinical clerkship education, particularly in response to disruptions during the COVID-19 pandemic. However, limited synthesis exists on how educational technologies are being used in clerkship settings, what instructional purposes they serve and what outcomes they produce. A rapid review was conducted to identify empirical studies published between January 2020 and January 2023 that examined educational technology use in undergraduate medical clerkships. We searched Medline, Embase and Web of Science for English-language studies focused on technology use with medical students in clinical learning environments. Data were extracted and synthesized narratively, with studies categorized by technology type, instructional purpose, reported benefits and challenges. From 1717 screened citations, 35 studies met inclusion criteria. The main technologies used included virtual reality, learning platforms, video conferencing tools and simulation-based systems. These technologies were primarily used for content delivery, interactive instruction and assessment. Reported advantages included enhanced learner engagement, realism, timely feedback and increased accessibility. Common challenges involved limited access to hardware, lack of robust outcome evaluation and concerns about transferability to real-world clinical performance. Most studies reported short-term outcomes, such as satisfaction and knowledge gain, rather than long-term skill development. Technology integration in clerkship education has accelerated, but implementation remains uneven, and evaluations are often limited in scope. Educators should align technology use with instructional goals and assess its impact beyond immediate learner reactions. Future research should examine long-term outcomes, particularly in under-resourced or distributed clinical training environments.

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