<p>Research-based theatre (RbT) integrates research findings with performing arts to deliver a performance that informs, translates, and engages learners or audiences. Although not a new concept, RbT is growing in popularity within health professions education (HPE). A scoping review was conducted to map available literature regarding the methods used to inform RbT in HPE activities, as well as how they are used within education, training or curricula. The review followed Arksey and O’Malley’s six-stage framework and the Joanna Briggs Institute methodology. Studies that report on the use of RbT (concept) as an educational intervention (context) among health professionals or students (participants) were included. Multiple databases were searched (CINAHL, MeDLINE, PsycINFO, AMED, ERIC, Scopus, EMBASE, International bibliography of theatre and dance, and Web of Science). A total of 286 studies were retrieved. Following title and abstract screening, 71 studies were retrieved for full text review and 31 were included in the final review. Results were analysed and synthesised narratively. Most RbT interventions were aimed at qualified health professionals (HP) across 13 different professions. Performances were delivered to diverse audiences, including HP students, the public, and were often accompanied by post-performance discussion. Educational impact was widely reported, including increased awareness, empathy, and critical reflection, though learning measurement approaches varied. Research-based theatre has significant potential as an innovative tool for HPE, translating research findings into accessible, engaging educational formats. However, implementation is often obstructed by ambiguous terminology and a lack of transparent methodology available to HP researchers. Addressing these challenges by highlighting sustainable strategies, such as consistent terminology, opportunities for digital dissemination and collaborative design, is vital to maximizing reach and educational impact.</p>