Background: Generation Z health science learners may have unique learning characteristics compared to previous generations. Despite this, little attention has been given to their clinical education—a key stage in their training that is shaped by competency-based medical education (CBME) and the introduction of Entrustable Professional Activities (EPAs). Exploring whether the expectations of Generation Z align with these educational frameworks is important to understand their impact on learning, satisfaction, and retention within clinical environments.

Methods: A scoping review of published literature was conducted using articles from 2013 to 2024 retrieved from PubMed, Embase, and Web of Science. The review followed the Arksey and O'Malley five-stage framework. Thematic analysis was used for collating, summarizing, and reporting results.

Results: Seventeen articles were included, comprising 7 perspective papers and 10 research articles. Thematic analysis identified three main themes: (1) perceptions and self-identity of Generation Z in clinical education, (2) expectations for clinical supervision and learning methods, and (3) the clinical environment and its influence on Generation Z learners. The findings suggest that Generation Z health science learners share many expectations and needs with previous generations, including the desire to actively participate in clinical environments under the guidance of preceptors who combine pedagogical and interpersonal skills. They value assignments relevant to their future practice and appreciate opportunities to progressively gain autonomy. Like prior generations, they value work-life balance, though they may be more aware of their mental health vulnerabilities and the importance of addressing them.

Conclusion: The conceptual frameworks underlying clinical education, such as CBME and EPAs, appear to align well with the expectations of Generation Z health science learners, suggesting no need for theoretical changes. However, a gap between these frameworks and their practical application remains, highlighting the need for adjustments to ensure clinical education aligns with evidence-based medical education principles.