Maestría en Ciencias Biomédicas

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    Estrategia didáctica para la aplicación de la inteligencia artificial en la enseñanza de las Ciencias Biomédicas Básicas
    (2025-04-01) Pombosa Manobanda, Luis Daniel; Villacis Valencia, Sandra Elizabeth; Universidad Técnica de Ambato / Facultad de Ciencias de Salud / Centro de Posgrados
    The present research was conducted at the Technical University of Ambato, in the Medicine program, with the aim of evaluating a didactic strategy based on AI in the Bacteriology and Virology course. The main objective was to develop a scientific dissemination didactic strategy based on ChatGPT to enhance the teaching-learning process in biomedical sciences. The specific objectives included: evaluating the frequency and perception of ChatGPT usage among students, analyzing its impact on academic performance, and assessing the effectiveness of the didactic strategy in fostering student autonomy and individual learning. It was hypothesized that the implementation of ChatGPT as a didactic tool would significantly improve academic performance and promote self-learning among students in the Bacteriology and Virology course. A quasi-experimental study with a quantitative approach was designed, applying a pretestposttest design without a control group. The population consisted of 78 fourth-semester medical students. Questionnaires were used to measure prior and post-intervention knowledge, as well as surveys to assess the perception and usage of AI. Data were analyzed using the Wilcoxon test and Pearson correlations. The findings showed that students significantly improved their academic performance after implementing the AI-based didactic strategy. A total of 72% of participants perceived ChatGPT as a useful tool, highlighting its ability to generate summaries, explain complex concepts, and facilitate autonomous learning. The research confirms that ChatGPT can be an effective tool in medical education, enhancing the understanding of biomedical concepts and promoting self-learning. Its integration into other medical courses is recommended, as well as further exploration of its long-term impact on students' academic development.