Guided use of generative artificial intelligence in undergraduate thesis: a formative and ethical experience in medical education.
Abstract
The rise of generative artificial intelligence (GAI) in higher education is transforming teaching, learning, and research processes, particularly during formative stages such as undergraduate thesis work. This article presents a pilot experience of guided integration of GAI tools in the undergraduate theses of four medical students. Through a qualitative, exploratory design, instruments such as ethical guidelines, rubrics, reflective journals, and questionnaires were applied to promote a critical, formative, and ethical use of these technologies. Findings reveal predominantly positive perceptions, improvements in student autonomy and academic writing, and a critical awareness of associated risks, such as misattribution or the generation of inaccurate information. The experience suggests that GAI, when accompanied by critical supervision and ethical protocols, can become a valuable tool for developing research competencies.
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