Vibe-coding como competencia docente en el uso de Inteligencia Artificial para la Educación Médica: una revisión de alcance

Josemaria Elizondo-García

doi:10.6018/edumed.705121

Autores/as

Josemaria Elizondo-García Tecnológico de Monterrey, Mexico https://orcid.org/0000-0002-4743-7096

DOI: https://doi.org/10.6018/edumed.705121

Palabras clave: Vibe-coding, Inteligencia Artificial Generativa, T-PACK, programación asistida por inteligencia artificial, Simuladores

Resumen

Introducción: La irrupción de la Inteligencia Artificial Generativa ha dado lugar al vibe-coding, un paradigma que permite a educadores sin formación técnica desarrollar software mediante lenguaje natural. Este avance plantea la necesidad de redefinir las competencias docentes necesarias para transitar de usuarios a creadores de herramientas educativas. Métodos: Se realizó una revisión de alcance de la literatura conforme a los lineamientos PRISMA-ScR. Se incluyeron estudios recuperados de las bases de datos Web of Science y Scopus que abordaran el uso del vibe-coding por parte de docentes en educación superior y médica. Tras el proceso de selección, se incluyeron 4 publicaciones de 2025. Se aplicó un análisis temático reflexivo deductivo para clasificar los hallazgos según las dimensiones del modelo TPACK (Conocimiento Tecnológico, Pedagógico y del Contenido). Resultados: El análisis cualitativo revela una reconfiguración del Conocimiento Tecnológico (TK), el cual se disocia de la sintaxis de programación para centrarse en la estructuración de prompts y el diálogo iterativo con la IA. Se identificó la emergencia del rol de “clínico-desarrollador”, donde el Conocimiento del Contenido (CK) actúa como un mecanismo de auditoría indispensable para validar la precisión clínica y evitar alucinaciones en los algoritmos generados. El Conocimiento Tecnológico-Pedagógico (TPK) permitió a los docentes deconstruir lógicas complejas en pasos secuenciales para diseñar simuladores y herramientas personalizadas. Conclusiones: Evidencia preliminar sugiere que el vibe-coding democratiza el desarrollo de software educativo, permitiendo a los docentes materializar estrategias pedagógicas complejas sin dependencia técnica externa. Esta competencia emergente parece exigir un dominio disciplinar robusto para garantizar la seguridad y calidad de los recursos creados. Se recomienda fomentar la capacitación en esta competencia emergente y desarrollar futuros estudios empíricos que evalúen el impacto de estas herramientas en el aprendizaje estudiantil y la carga cognitiva docente.

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