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.

References

Abdullayev, V., Khang, A., & Ragimova, N. (2025). The Impact of Generative AI on Advancing Graduate Medical Education. Babylonian Journal of Machine Learning, 2025, 97–105. https://doi.org/10.58496/BJML/2025/008
Alonso-Rodríguez, A. M. (2024). Hacia un marco ético de la inteligencia artificial en la educación. Teoría de la Educación. Revista Interuniversitaria, 36(2), 79–98. https://doi.org/10.14201/teri.31821
Bandara, W. M. H. K., & Senanayaka, S. G. M. S. D. (2024). Use of Artificial Intelligence in Education: A Systematic Review. In 2024 International Research Conference on Smart Computing and Systems Engineering (SCSE) (Vol. 7, pp. 1–5). IEEE. https://doi.org/10.1109/SCSE61872.2024.10550527
Castonguay, A., Farthing, P., Davies, S., Vogelsang, L., Kleib, M., Risling, T., & Green, N. (2023). Revolutionizing nursing education through Ai integration: A reflection on the disruptive impact of ChatGPT. Nurse Education Today, 129, 105916. https://doi. org/10.1016/j.nedt.2023.105916
Cernadas, E., & Calvo-Iglesias, E. (2020). Gender perspective in Artificial Intelligence (AI). In Eighth International Conference on Technological Ecosystems for Enhancing Multiculturality (pp. 173–176). ACM Digital Library. https://doi.org/10.1145/3434780.3436658
Crompton, H., & Burke, D. (2023). Artificial intelligence in higher education: the state of the field. International Journal of Educational Technology in Higher Education, 20(1), 22. https://doi.org/10.1186/s41239-023-00392-8
Cruz Argudo, F., García Varea, I., Martínez Carrascal, J. A., Ruiz Martínez, A., Ruiz Martínez, P. M., Sánchez Campos, A., & Turró Ribalta, C. (2024). La inteligencia artificial generativa en la docencia universitaria. Oportunidades, desafíos y recomendaciones. CRUE, Universidades Españolas. https://www.crue.org/wp-content/uploads/2024/03/Crue-Digitalizacion_IA-Generativa.pdf
Daniela, L., Visvizi, A., Gutiérrez-Braojos, C., & Lytras, M. D. (2018). Sustainable Higher Education and Technology-Enhanced Learning (TEL). Sustainability, 10(11), 3883. https://doi.org/10.3390/su10113883
Díaz-Guio, D. A., Henao, J., Pantoja, A., Arango, M. A., Díaz-Gómez, A. S., & Gómez, A. C. (2024). Artificial intelligence, applications and challenges in simulation-based education. Colombian Journal of Anestesiology, 52(1), e1085. https://doi.org/10.5554/22562087.e1085
du Boulay, B. (2023). Artificial Intelligence in Education and Ethics. In O. Zawacki-Richter & I. Jung (Eds.), Handbook of Open, Distance and Digital Education (pp. 93–108). Springer Nature Singapore. https://doi.org/10.1007/978-981-19-2080-6_6
Feng, S., Magana, A. J., & Kao, D. (2021). A Systematic Review of Literature on the Effectiveness of Intelligent Tutoring Systems in STEM. In 2021 IEEE Frontiers in Education Conference (FIE) (pp. 1–9). IEEE. https://doi.org/10.1109/FIE49875.2021.9637240
Følstad, A., Araujo, T., Law, E. L.-C., Brandtzaeg, P. B., Papadopoulos, S., Reis, L., Baez, M., et al. (2021). Future directions for chatbot research: an interdisciplinary research agenda. Computing, 103(12), 2915–2942. https://doi.org/10.1007/s00607-021-01016-7
Iku-Silan, A., Hwang, G.-J., & Chen, C.-H. (2023). Decision-guided chatbots and cognitive styles in interdisciplinary learning. Computers & Education, 201, 104812. https://doi.org/10.1016/j.compedu.2023.104812
Jeon, J., Lee, S., & Choe, H. (2023). Beyond ChatGPT: A conceptual framework and systematic review of speech-recognition chatbots for language learning. Computers & Education, 206, 104898. https://doi.org/10.1016/j.compedu.2023.104898
Lee, D., & Palmer, E. (2025). Prompt engineering in higher education: a systematic review to help inform curricula. International Journal of Educational Technology in Higher Education, 22(1), 7. https://doi.org/10.1186/s41239-025-00503-7
Li, R., & Wu, T. (2025). Application of Artificial Intelligence Generated Content in Medical Examinations. Advances in Medical Education and Practice, 16, 331–339. https://doi.org/10.2147/AMEP.S492895
Lin, C.-C., Huang, A. Y. Q., & Lu, O. H. T. (2023). Artificial intelligence in intelligent tutoring systems toward sustainable education: a systematic review. Smart Learning Environments, 10(1), 41. https://doi.org/10.1186/s40561-023-00260-y
Lymar, L., Kuchyn, I., Bielka, K., & Puljak, L. (2025). Academic misconduct and artificial intelligence use by medical students, interns and PhD students in Ukraine: a cross-sectional study. BMC Medical Education, 25(1), 1496. https://doi.org/10.1186/s12909-025-08100-y
Maaz, S., Palaganas, J. C., Palaganas, G., & Bajwa, M. (2025). A guide to prompt design: foundations and applications for healthcare simulationists. Frontiers in Medicine, 11, 1504532. https://doi.org/10.3389/fmed.2024.1504532
Martín-Moncunill, D., & Alonso Martínez, D. (2025). Students’ Trust in AI and Their Verification Strategies: A Case Study at Camilo José Cela University. Education Sciences, 15(10), 1307. https://doi.org/10.3390/educsci15101307
OECD. (2019). Cómo medir la transformación digital: Hoja de ruta para el futuro. OECD Publishing. https://doi.org/10.1787/af309cb9-es
Parlamento Europeo. (2024). Reglamento de Inteligencia Artificial. https://www.europarl.europa.eu/doceo/document/TA-9-2024-0138_ES.pdf
Patil, R., Heston, T. F., & Bhuse, V. (2024). Prompt Engineering in Healthcare. Electronics, 13(15), 2961. https://doi.org/10.3390/electronics13152961
Ponce de Leon, C. G. R. M., Mano, L. Y., Fernandes, D. S., Paula, R. A. P., Brasil, G. C., & Ribeiro, L. M. (2023). Artificial intelligence in the analysis of emotions of nursing students undergoing clinical simulation. Revista Brasileira de Enfermagem, 76(Suppl 4), e20210909. https://doi.org/10.1590/0034-7167-2021-0909
Reddy, S. (2024). Generative AI in healthcare: an implementation science informed translational path on application, integration and governance. Implementation Science, 19(1), 27. https://doi.org/10.1186/s13012-024-01357-9
Ruiz-Lázaro, J., Redondo-Duarte, S., Jiménez-García, E., Martínez-Requejo, S., & Galán-Íñigo, A. (2025). Análisis de las guías de uso de inteligencia artificial en educación superior: comparación entre las universidades españolas. Bordón: Revista de Pedagogía, 77(1), 121–153. https://doi.org/10.13042/BORDON.2025.110638
Sallam, M. (2023). ChatGPT Utility in Healthcare Education, Research, and Practice: Systematic Review on the Promising Perspectives and Valid Concerns. Healthcare, 11(6), 887. https://doi.org/10.3390/healthcare11060887
Sallam, M., & Sallam, M. (2025). Ethical aspects of implementing generative artificial intelligence in medical education: a narrative review. History and Philosophy of Medicine, 7(4), 20. https://doi.org/10.53388/HPM2025020
Tam, W., Huynh, T., Tang, A., Luong, S., Khatri, Y., & Zhou, W. (2023). Nursing education in the age of artificial intelligence powered Chatbots (AI-Chatbots): Are we ready yet? Nurse Education Today, 129, 105917. https://doi.org/10.1016/j.nedt.2023.105917
UNITEC. (2024). ChatGPT en el aula: Guía para docentes innovadores. Universidad Tecnológica Centroamericana. https://ciec. edu.co/wp-content/uploads/2024/03/ChatGPT-EN-EL-AULA-GUIA-PARA-DOCENTES.pdf
Walker, L. (2025). Artificial intelligence in medical education: Potential and pitfalls. Australian Journal of General Practice, 54(10), 743–746. https://doi.org/10.31128/ajgp-02-25-7559
Welskop, W. (2023). ChatGPT in Higher Education. International Journal of New Economics and Social Sciences, 17(1), 9–18. https://doi.org/10.5604/01.3001.0053.9601
Zawacki-Richter, O., Marín, V. I., Bond, M., & Gouverneur, F. (2019). Systematic review of research on artificial intelligence applications in higher education – where are the educators? International Journal of Educational Technology in Higher Education, 16(1), 39. https://doi.org/10.1186/s41239-019-0171-0
Zhang, B., Bornet, A., Yazdani, A., Khlebnikov, P., Milutinovic, M., Rouhizadeh, H., Amini, P., et al. (2025). A dataset for evaluating clinical research claims in large language models. Scientific Data, 12(1), 86. https://doi.org/10.1038/s41597-025-04417-x
Zhang, L., Fu, K., & Liu, X. (2022). Artificial Intelligence in Education: Ethical Issues and its Regulations. In Proceedings of the 5th International Conference on Big Data and Education (pp. 1–6). ACM Digital Library. https://doi.org/10.1145/3524383.3524406
Zhang, P., & Kamel Boulos, M. N. (2023). Generative AI in Medicine and Healthcare: Promises, Opportunities and Challenges. Future Internet, 15(9), 286. https://doi.org/10.3390/fi15090286

Fundref

Research was supported Grants PID2022-141403NB-I00, funded by the Spanish Government (MCIN/ AEI/10.13039/501100011033/FEDER, UE).

Crossmark

Technical information

Received: 2025-10-09 | Reviewed: 2025-11-21 | Accepted: 2025-11-27 | Online First: 2026-07-17 | Published: 2026-07-19

Metrics

Metrics of this article

Views: 38099

Abstract readings: 36810

PDF downloads: 1289

Full metrics of Comunicar 77

Views: 459033

Abstract readings: 446071

PDF downloads: 12962

Cited by

Cites in Web of Science

Currently there are no citations to this document

Cites in Scopus

Currently there are no citations to this document

Cites in Google Scholar

Currently there are no citations to this document

Descarga

Métricas alternativas

Cómo citar

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

Share

        

Oxbridge Publishing House

4 White House Way

B91 1SE Sollihul Reino Unido

Administración

Redacción

Creative Commons

Esta web utiliza cookies para obtener datos estadísticos de la navegación de sus usuarios. Si continúas navegando consideramos que aceptas su uso. +info X