El papel emergente de la inteligencia artificial en los exámenes clínicos objetivos estructurados

Nelson Luis Cahuapaza-Gutierrez; Cielo Cinthya Calderon-Hernandez

doi:10.21142/mecp.2026.1.3.e032

Authors

Nelson Luis Cahuapaza-Gutierrez Universidad Científica del Sur, Lima, Perú; Research Department, N y C – Center of Research and Medical Excellence (CRME), Lima, Perú. https://orcid.org/0000-0002-1228-1941
Cielo Cinthya Calderon-Hernandez Universidad Científica del Sur, Lima, Perú; Research Department, N y C – Center of Research and Medical Excellence (CRME), Lima, Perú. https://orcid.org/0009-0004-5242-3141

DOI:

https://doi.org/10.21142/mecp.2026.1.3.e032

Keywords:

Artificial Intelligence, Physical Examination, Medical Education

Abstract

The assessment of clinical competencies is fundamental to medical education, and the Objective Structured Clinical Examination (OSCE) is widely used for this purpose. Advances in artificial intelligence (AI) have generated growing interest in its application across different components of the OSCE. In this context, we reviewed the recent literature to synthesize the available evidence on its applications. The findings suggest that AI models, particularly large language models (LLMs), could support OSCE-related teaching, learning, and assessment by generating and solving stations, scoring performance, providing feedback, and enhancing clinical skills. However, these models have limitations in assessing complex aspects of clinical communication, including nonverbal communication, empathy, and clinical judgment. Therefore, AI should be considered a complement to, rather than a replacement for, faculty and clinical expertise.

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