Diez reglas simples para usar inteligencia artificial responsablemente en educación médica

Javier Alejandro Flores-Cohaila; Karla Mavel Bolo-Romero; Marco Rivarola Hidalgo

doi:10.21142/mecp.2026.1.3.%p

Authors

Javier Alejandro Flores-Cohaila Escuela de Posgrado, Universidad Continental, Huancayo, Perú; Hospital Nacional Víctor Larco Herrera, Lima, Perú. https://orcid.org/0000-0002-9169-2094
Karla Mavel Bolo-Romero Departamento de Filosofía y Teología, Universidad Femenina del Sagrado Corazón, Lima, Perú. https://orcid.org/0000-0003-1494-1752
Marco Rivarola Hidalgo Facultad de Ciencias de la Salud, Universidad Privada de Tacna, Tacna, Perú; Grupo de Estudios e Investigación en Educación Médica y Bioética, Universidad Privada de Tacna, Tacna, Perú. https://orcid.org/0000-0001-7317-9177

DOI:

https://doi.org/10.21142/mecp.2026.1.3.%25p

Keywords:

Artificial Intelligence, Medical Education, Critical Thinking, Faculty, Ethics

Abstract

Artificial intelligence is already part of medical education, but its integration cannot be reduced to adopting new tools. This article proposes ten simple rules to guide educator decisions about which capabilities to amplify, which outputs to verify, and which responsibilities not to delegate. The framework is organized around professional judgment, understood as clinical-pedagogical judgment, epistemological calibration, and ethical accountability. AI can extend that judgment as exocompetence, but cannot replace it. Responsible AI use, therefore, requires explicit educational objectives, critical thinking, human review, data protection, and sustained updating.

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