Abstract
Background
In the context of the active implementation of the World Health Organization’s Global Patient Safety Action Plan, there is a growing need for a comprehensive synthesis of scientific evidence reflecting the development of research in the field of healthcare professional education.
Objective
This study aims to conduct a bibliometric analysis of scientific publications addressing the relationship between healthcare professional education, medical errors, and patient safety over the period 2000–2026, based on the Web of Science and Scopus databases, to identify global trends, stages of development, and key thematic clusters of research in the digital era.
Methods
The analysis was based on publications that met the search criteria and were indexed in the Web of Science and Scopus databases (2000–2026, as of April 27, 2026). Analytical tools provided by the databases, the bibliometrix R package, and VOSviewer software were used. Scientific productivity, citation metrics, contributions of leading journals and research institutions, keyword bursts and co-occurrence, as well as thematic structure, were analyzed.
Results
A total of 17,457 publications that met the inclusion criteria were included in the analysis. A sustained increase in publication activity was identified. Four stages of development were defined: formation (2000–2008), rapid growth (2009–2014), thematic diversification (2015–2018), and interdisciplinary integration (2019–2026). Cluster analysis revealed four key research areas: educational strategies and competency development; healthcare systems and quality management; human factors and the epidemiology of medical errors; and medication safety. An increase in the number of publications devoted to simulation-based learning, interdisciplinary education and digital technologies was identified.
Conclusion
A steady increase in publication activity, expansion of thematic areas, and strengthening of the interdisciplinary nature of research in the fields of medical education, medical errors, and patient safety were identified. This reflects the growing attention of the scientific community to issues considered among the WHO’s key patient safety priorities. The obtained results allow us to identify promising areas for further research, including the development of clinically relevant indicators linking educational interventions with patient safety outcomes, further exploration of educational programs aimed at supporting mental health, well-being, and preventing burnout in healthcare workers, and exploring the application of new technologies, including artificial intelligence, in medical education and patient safety.