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Artículos de Revisión

Vol. 6 Núm. 13 (2026): Revista Simón Rodríguez

Inteligencia artificial y razonamiento clínico en educación médica: una revisión sistemática

Artificial intelligence and clinical reasoning in medical education: a systematic review
Publicado
2026-10-12
Contexto: La inteligencia artificial ha transformado los escenarios de aprendizaje en ciencias de la salud y ha generado un debate sobre su papel en la formación del razonamiento clínico. Objetivo: Analizar el papel de la inteligencia artificial en el desarrollo del razonamiento clínico en la educación médica. Método: Se realizó una revisión sistemática siguiendo la guía PRISMA 2020. Se seleccionaron 22 publicaciones, incluidos estudios primarios, revisiones y textos de reflexión, publicados entre 2021 y 2026. Resultados: El metaanálisis incluido de Takita et al. (2025) reportó una precisión diagnóstica global del 52.1 % en 83 estudios. En Gordon et al. (2024), el 6.8 % (13/191) de los artículos/innovaciones se centró en enseñar o evaluar razonamiento clínico. Arcos Huaman et al. (2025) reportaron un 31 % de barreras regulatorias en diagnóstico cardiovascular latinoamericano, sin evaluar su prevalencia curricular. Conclusiones: La inteligencia artificial constituye un recurso pedagógico complementario valioso, cuya integración curricular exige supervisión docente activa, marcos éticos explícitos y validación empírica continua
Context: Artificial intelligence has transformed learning environments in the health sciences and prompted debate about its role in developing clinical reasoning. Objective: To analyze the role of artificial intelligence in developing clinical reasoning in medical education. Methods: A systematic review followed PRISMA 2020 guidelines. Twenty-two publications, including primary studies, reviews, and reflective papers, published between 2021 and 2026 were selected. Results: The included meta-analysis by Takita et al. (2025) reported an overall diagnostic accuracy of 52.1% across 83 studies. In Gordon et al. (2024), 6.8% (13/191) of articles/innovations focused on teaching or assessing clinical reasoning. Arcos Huaman et al. (2025) reported 31% regulatory barriers in Latin American cardiovascular diagnosis, without assessing their curricular prevalence. Conclusions: Artificial intelligence is a valuable complementary educational resource whose curricular integration requires active faculty supervision, explicit ethical frameworks, and ongoing empirical validation.
Número:
Vol. 6 Núm. 13 (2026): Revista Simón Rodríguez
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Artículos de Revisión

Referencias

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