UNLOCKING THE FUTURE OF MEDICAL EDUCATION: UPDATING TEACHERS IN ARTIFICIAL INTELLIGENCE FOR A NEW ERA OF TEACHING

• DOI: https://doi.org/10.22533/at.ed.5585325230113

• Palavras-chave: Artificial Intelligence. Medical education. Learning. Educational Technology.

• Keywords: Artificial Intelligence. Medical education. Learning. Educational Technology.

• Abstract:

  Artificial intelligence encompasses a range of skills, including pattern and image recognition, understanding written and spoken language, perceiving relationships and the ability to follow decision-making algorithms devised by experts. In addition, artificial intelligence can integrate new experiences to improve itself, solving problems and performing tasks. In medical education, it is essential to incorporate digital skills in order to train professionals who are more capable and prepared for the challenges of contemporary clinical practice. The growing integration of digital technologies in medicine, such as electronic health record systems, diagnostic artificial intelligence and telemedicine, requires future doctors to be familiar with and competent in the use of these tools. Digital competencies enable professionals to access and critically evaluate health information online, collaborate effectively in multidisciplinary teams and use technological resources to improve the diagnosis, treatment and monitoring of patients from a distance. Therefore, incorporating digital competencies into the medical curriculum not only prepares students for current clinical practice, but also enables them to adapt to a constantly evolving medical environment. The aim of this study is to update medical school teachers on the development of teaching activities using digital technologies. Before taking part in the course, the teachers had a diverse perception of the use of artificial intelligence in the educational context, ranging from skepticism to recognition of its transformative potential. After the workshop, the teachers expressed a more informed and enthusiastic view, perceiving the tools and techniques learned as valuable resources for improving pedagogical practice.