Integración tutelada de inteligencia artificial generativa en el Trabajo de Fin de Grado: una experiencia formativa y ética en el Grado de Medicina.

Carlos Santiago Piñel Pérez

doi:10.6018/edumed.679941

Autores/as

Carlos Santiago Piñel Pérez Hospital Quirónsalud San José / Universidad Europea https://orcid.org/0000-0001-6647-8718

DOI: https://doi.org/10.6018/edumed.679941

Palabras clave: Inteligencia Artificial Generativa, Educación Médica, Trabajo de Fin de Grado, Tutoría Académica, Ética Académica, Pensamiento Crítico, Competencias Investigadoras

Resumen

La irrupción de la inteligencia artificial generativa (IAG) en la educación superior ha transformado los procesos de enseñanza, aprendizaje e investigación, especialmente en etapas formativas como el Trabajo de Fin de Grado (TFG). Este artículo presenta una experiencia piloto de integración tutelada de herramientas de IAG en el TFG de cuatro estudiantes del Grado en Medicina. A través de un diseño cualitativo y exploratorio, se aplicaron instrumentos como guías éticas, rúbricas, diarios reflexivos y cuestionarios, con el objetivo de promover un uso crítico, formativo y ético de estas tecnologías. Los resultados revelan percepciones mayoritariamente positivas, mejoras en la autonomía y la redacción académica, y una conciencia crítica sobre los riesgos asociados, como la atribución inadecuada o la generación de información errónea. La experiencia sugiere que la IAG, cuando es acompañada de tutoría crítica y protocolos éticos, puede convertirse en una herramienta valiosa para el desarrollo de competencias investigadoras.

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