Introduction: Teacher engagement (TE) is crucial since it substantially impacts students' academic achievement, personal growth, and general well-being. While extensive research has explored TE in various university settings, there is a noticeable gap in studies focusing on the context of health professions education (HPE). In HPE, TE is key in fostering/developing clinical competencies, critical thinking, communication, and teamwork skills essential for effective healthcare delivery. However, the literature on TE in HPE is fragmented and controversial, with conflicting findings regarding its relationship to student outcomes and professional satisfaction. Our scoping review aims to explore and address these gaps. Methods: This study followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews (PRISMA-ScR) methodology. Seven online databases were used to identify relevant literature. Out of 249 articles, 18 were selected for analysis. Results: Studies on TE used varied dimensions and measurement tools, making it challenging to understand the concept consistently. Also, five studies employed the Utrecht Work Engagement Scale (UWES-9), two used the Engaged Teacher Scale (ETS), another two used a Chinese adaptation of the work engagement scale, and one used both the UWES-17 and a faculty engagement questionnaire. Qualitative studies highlighted key factors such as job satisfaction, feedback, autonomy, and professional development opportunities. The outcomes were categorized into personal satisfaction, teaching practices, student engagement, self-efficacy, job satisfaction, retention, and teaching performance. Conclusion: The analysis demonstrates a growing interest in TE within HPE, though there is a notable lack of consistency in how it is defined and measured. Further research is essential to deepen this understanding and to develop targeted strategies that cultivate a mutually beneficial and sustainable teaching and learning environment. © The Author(s) 2025.
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