This scoping review aims to investigate the current applications of Digital Twin (DT) technology within the field of medical education, evaluating its advantages, limitations, and implications for future research and practice. A comprehensive search was conducted across seven authoritative databases, including PubMed, Web of Science, and China National Knowledge Infrastructure (CNKI), covering the period from the inception of each database until November 20, 2024. Data extraction was carried out using NoteExpress and EndNote software, and studies were selected based on strict inclusion and exclusion criteria. A total of 112 articles were identified in the initial search, of which eight met the criteria for final inclusion in the analysis. These studies predominantly addressed the application of DT in medical imaging education, critical care training, and medical education for individuals with disabilities. The findings reveal that DT technology has shown significant promise in enhancing teaching effectiveness, improving student engagement, and increasing overall satisfaction. However, several limitations were identified, including the nascent stage of the technology, challenges related to system integration, high resource demands, and the difficulties faced by educators in mastering and implementing the technology. Despite these challenges, the application of DT in medical education is progressing, demonstrating substantial potential to advance the modernization of educational practices, improve learning outcomes, and enhance educational efficiency. To fully realize the benefits of DT, further research is needed to address the technological, economic, and pedagogical barriers currently limiting its widespread adoption. Additionally, the development of more effective “digital-physical fusion” teaching models is essential for maximizing the utility and scalability of DT technology in medical education.
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