Prof. Sonia Lorente Department of Psychobiology and Methodology in Health Sciences, Autonomous University of Barcelona (UAB) (Spain)
Prof. Marta Gorina Research Group on Complex Health Diagnoses and Interventions from Occupation and Care (OCCARE), EUIT Centre Universitari, Universitat Autònoma de Barcelona, Terrassa, (Spain)
Keywords
Inteligencia Artificial, Educación Superior, Educación sanitaria, Calidad educativa, Ética.
Abstract
La integración de la Inteligencia Artificial Generativa en la educación está transformando los procesos de enseñanza y aprendizaje, exigiendo políticas de regulación, pero también de verificación. En la formación universitaria sanitaria, estos retos se intensifican, ya que la inexactitud de la información puede derivar en posibles errores diagnósticos y de tratamiento. Analizar las políticas de las universidades españolas sobre inteligencia artificial y evaluar la precisión de las respuestas de ChatGPT 3.5. Estudio comparativo. Aunque las políticas universitarias fomentan la transparencia y el uso responsable, no establecen mecanismos obligatorios que garanticen la verificación sistemática de los datos generados por herramientas de inteligencia artificial. Este estudio destaca la necesidad de desarrollar políticas administrativas que incorporen modelos de verificación crítica en los planes de estudio, asegurando que la inteligencia artificial complemente de forma fiable la calidad, seguridad y rigor de la formación universitaria, especialmente en el ámbito sanitario.
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Fundref
Research was supported Grants PID2022-141403NB-I00, funded by the Spanish Government (MCIN/ AEI/10.13039/501100011033/FEDER, UE).
Technical information
Received: 2025-10-09 | Reviewed: 2025-11-21 | Accepted: 2025-11-27 | Online First: 2026-07-17 | Published: 2026-07-19
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Prof. Sonia Lorente., Prof. Marta Gorina. (2026). Inteligencia Artificial Generativa en la educación sanitaria; retos y cuestiones éticas. Comunicar, 34(86). 10.5281/zenodo.21362346