The training of health professionals in response to the challenges of teaching through artificial intelligence

Abstract

Artificial intelligence (AI) poses pedagogical challenges of particular relevance in the training of health professionals. The objective of this research was to explore the perceptions of university faculty in the health sciences regarding the challenges and opportunities of AI in teaching-learning processes in Ecuadorian universities. The study used a qualitative approach with an interpretive phenomenological design. Semi-structured interviews were conducted with 15 faculty members from health-related programs at four universities in Ecuador between February and April 2026. The analysis was carried out through thematic coding using Atlas.ti 23. Four categories emerged: (1) opportunities of AI in clinical teaching; (2) ethical and epistemological tensions; (3) gaps in faculty continuing education; and (4) proposals for curricular integration. Participants acknowledged the potential of AI to personalize learning and support diagnostic reasoning, but expressed concerns about technological dependence and the privacy of clinical data. It was concluded that the integration of AI into the training of health professionals requires a deliberate pedagogical approach, the strengthening of faculty digital competencies, and specific institutional ethical frameworks.