Uso de ChatGPT como herramienta pedagógica en la educación médica: revisión sistemática de la literatura (2020-2025).

Sthefy Carolina Jiménez Salcedo; Carlos Antonio Granda Cruz

doi:10.6018/edumed.716681

Authors

Sthefy Carolina Jiménez Salcedo Universidad Nacional de Loja https://orcid.org/0009-0002-3288-8617
Carlos Antonio Granda Cruz Universidad Nacional de Loja https://orcid.org/0009-0005-3510-3258

DOI: https://doi.org/10.6018/edumed.716681

Keywords: artificial inteligence, medical education, pedagogical research, educational research

Abstract

Medical education is constantly evolving to meet the demands of healthcare in the digital age. In this context, the incorporation of tools based on generative artificial intelligence has sparked interest in exploring their application in higher education, particularly in medical education. In this context, ChatGPT emerges as a resource with the potential to transform the teaching-learning process. On this basis, this research was conducted with the objective of identifying the uses and describing the pedagogical strategies associated with the implementation of ChatGPT in medical education, through a systematic review of the literature published between 2020 and 2025 in specialized databases: PubMed, Scopus, and Web of Science (WoS), using the PRISMA 2020 methodological framework, selecting a total of 23 scientific articles according to established criteria. The results showed that there has been a greater volume of exploratory scientific research conducted over the past three years, focusing on undergraduate students and countries at the forefront of technology. It was also evident that ChatGPT is used as a complementary tool for learning and developing medical skills. In conclusion, ChatGPT positions itself as a support tool in medical education; however, the available evidence is limited, so studies are needed to evaluate its integration into a structured pedagogical model.

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