Formación en telemedicina en la educación médica de pregrado: Una revisión sistemática exploratoria.

Catalina Ignacia Lobos Zárate; David Alejandro Pérez Recabal; María Teresa Ruiz Pérez; Valentina Paz Vergara Villarroel; Álvaro Andrés Herrera Alcaíno

doi:10.6018/edumed.710841

Autores/as

Catalina Ignacia Lobos Zárate Universidad de Chile https://orcid.org/0009-0003-5417-951X
David Alejandro Pérez Recabal Universidad de Chile https://orcid.org/0009-0004-5772-1826
María Teresa Ruiz Pérez Universidad de Chile https://orcid.org/0009-0001-5278-878X
Valentina Paz Vergara Villarroel Universidad de Chile https://orcid.org/0009-0001-9018-3853
Álvaro Andrés Herrera Alcaíno Universidad de Chile https://orcid.org/0009-0007-4861-2144

DOI: https://doi.org/10.6018/edumed.710841

Palabras clave: Telemedicina, Educación de Pregrado en Medicina, Currículum, Competencias clínicas, Revisión de Alcance

Resumen

Introducción: La telemedicina se ha consolidado como una herramienta clave en los sistemas de salud posterior a la pandemia por COVID-19, generando la necesidad de incorporar competencias específicas en la formación médica de pregrado. Sin embargo, su integración curricular es heterogénea y carece de síntesis integradoras. Objetivo: Mapear la literatura publicada entre 2021 y 2026 sobre formación en telemedicina en estudiantes de medicina de pregrado, identificando tipos de intervenciones educativas, competencias abordadas, métodos de evaluación, tendencias y brechas de conocimiento. Métodos: Se realizó una revisión sistemática exploratoria siguiendo el marco metodológico de Arksey y O’Malley, las recomendaciones de Levac et al. y las directrices del Joanna Briggs Institute, reportada conforme a PRISMA-ScR. Se efectuó una búsqueda sistemática en PubMed, Scopus, Web of Science y LILACS para el período enero 2021–enero 2026. Se incluyeron estudios empíricos y no empíricos relacionados con formación en telemedicina en educación médica de pregrado. La selección se realizó por revisores independientes. Los datos fueron extraídos mediante una matriz de extracción de datos y sintetizados de forma descriptiva y temática. Resultados: Se incluyeron 35 estudios. La evidencia muestra una integración curricular heterogénea a nivel global, con predominio de estudios provenientes de países de altos ingresos. Las intervenciones educativas se estructuran principalmente en modelos híbridos que combinan aprendizaje asincrónico, simulación clínica (incluyendo tele-OSCE) y práctica supervisada. Las competencias más frecuentemente abordadas corresponden a la comunicación clínica virtual y habilidades técnicas digitales, mientras que dominios como profesionalismo digital y seguridad de datos están subrepresentados. Los métodos de evaluación se basan predominantemente en encuestas de percepción y medidas de autoconfianza, con limitada utilización de evaluaciones objetivas. Se identifican brechas relevantes, incluyendo falta de estandarización curricular, escasez de estudios longitudinales y ausencia de marcos de competencias uniformes. Conclusiones: La formación en telemedicina en pregrado médico es un campo en expansión, con alta variabilidad en su implementación y evaluación. Se requiere avanzar hacia una integración curricular más estructurada, basada en competencias estandarizadas, con métodos de evaluación robustos y adaptados a distintos contextos. Futuras investigaciones deberían enfocarse en diseños longitudinales y en la evaluación objetiva del impacto en el desempeño clínico.

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