Airway management education and retraining: an unresolved paradigm.

Simulation is a cornerstone of medical education for difficult airway management. The lack of standards regarding the frequency of retraining that would ensure the maintenance of skills and competencies over time still needs to be solved.

[Surgical pedagogy: towards a humanistic education perspective]. / Pedagogía quirúrgica: hacia una perspectiva de la educación humanista.

No Abstract available.

COVID-19: Medical education from the point of view of medical students using the participatory Delphi method.

BACKGROUND: The COVID-19 pandemic has prompted a transformation of medical training. Although there were obvious medical education and social interaction challenges, e-learning presented some advantages, which may have generated medical curricula innovation and adjustments to novel technological methodologies. This study aims to generate consensuses among medical students regarding medical education provided during the pandemic in the resource-limited context of a Global South university. METHODS: The implementation of a participatory Delphi method included a recruitment campaign, training, constitution of Delphi panels and questions, and development of the Delphi exercises. Students from the second to the sixth year of medicine of a university in Quito, Ecuador, constituted two Delphi panels, developed questions about the education received during the pandemic, and answered them over 3.5 rounds. FINDINGS: Twenty-two medical students participated in the Delphi exercises about their perception of medical education during the COVID-19 pandemic. The analysis consisted of a total of 22 Delphi questions divided into five distinct categories: adaptations and innovations, curriculum and assessment changes, virtual clinical practice, time management, and mental health. The authors established high, medium, and low consensuses for analysis. CONCLUSIONS: Consensuses were reached based on students' academic year and focused on the changes in lecture delivery, the usage of new technologies, patient care skills, the impact of the educational routine, and the mental health of the COVID-19 pandemic. The way the pandemic affected medical education in the Global South set the stage for the need for a comprehensive review of tools, skills, and curricula for students from culturally diverse backgrounds. This study offers a highly replicable methodology to generate consensuses and introduce students to academic research.

Interactive Atlas of the Canine Brain, Heart and Kidney Created from Plastinated Samples

SUMMARY: Currently, training in the field of anatomy requires the implementation of learning and knowledge technologies (TAC). Therefore, the objective of this work was to use digital images taken of plastinated canine brains, hearts, and kidneys to create an interactive atlas that facilitates the teaching-learning of the anatomy of these organs. The research was carried out in 3 phases. In the first, canine brains, hearts and kidneys were obtained using the cold-temperature silicone plastination. In the second stage, photographs were taken, the images were edited with Adobe Photoshop and converted to SVG format using Adobe Illustrator. During the last phase, the 2D atlas was created using MongoDB and Node.js for the backend and Vue.js as the framework for the frontend. In addition, it was used three.js to render the 3D models. As a result, the 'Interactive Canine Atlas', ATINCA, was created. The atlas comprises 27 interactive images and 27 in atlas mode view (28 of the brain, 20 of the heart, and 6 of the kidney). Furthermore, the atlas features 3D models of the three organs. The developed atlas constitutes the first digital tool created in Ecuador based on local institutional needs, including a 3D format. Consequently, ATINCA will be integrated into the curricula as a digital material that will facilitate significant autonomous and collaborative learning of canine anatomical knowledge.

Actualmente, la formación en el campo de la anatomía requiere la implementación de tecnologías del aprendizaje y el conocimiento (TAC). Por ello, el objetivo del trabajo fue utilizar imágenes digitales tomadas de cerebros, corazones y riñones caninos plastinados para crear un atlas interactivo que facilite la enseñanza-aprendizaje de la anatomía de estos órganos. La investigación se llevó a cabo en tres fases. En la primera se obtuvieron cerebros, corazones y riñones caninos mediante la técnica de plastinación con silicona al frío. En la segunda etapa se tomaron fotografías, las imágenes se editaron con Adobe Photoshop y se convirtieron a formato SVG con Adobe Illustrator. Durante la última fase, se creó el atlas 2D usando MongoDB y Node.js para el backend y Vue.js como framework para el frontend. Además, se utilizó three.js para renderizar los modelos 3D. Como resultado se creó el Atlas Interactivo del Canino, ATINCA. El atlas cuenta con 27 imágenes interactivas y 27 en vista modo atlas (28 del cerebro, 20 del corazón y 6 del riñón). Además, el atlas presenta modelos 3D de los tres órganos. El atlas desarrollado constituye la primera herramienta digital creada en el Ecuador con base en necesidades institucionales locales y donde se incluye el formato 3D. Con lo cual, ATINCA podrá incorporarse en las mallas curriculares como material digital que facilitará el aprendizaje autónomo y colaborativo significativo de conocimientos anatómicos de los órganos caninos.

Lung ultrasound teaching in medical education: a pilot study at a Brazilian medical school.

OBJECTIVE: To evaluate cognitive learning, ability to perform and interpret lung ultrasound exams, and self-perception of learning among medical students after a short pedagogical intervention at a medical school in Brazil. METHODS: An experimental pilot study was conducted with medical students at different stages of their education (basic cycle, clinical cycle, and medical internship). The participants underwent a cognitive test before and after the intervention, a practical test, a test to recognize lung ultrasound pathologies, and a qualitative evaluation test at the end of the intervention. Statistical analysis was performed using a significance level of p < 0.05. RESULTS: A total of 42 students were included in the study, with a median age of 23 years and a predominance of males. The mean score of the pre-intervention cognitive test was 2.97 ± 0.87, and that of the post-intervention test was 6.57 ± 1.41, showing significant improvement (p < 0.001). The score of the practical test and that of the recognition of pathologies test also showed significant improvement after the intervention. There was no significant difference in execution time between the groups. Students in the clinical cycle had a better self-perception of learning. CONCLUSIONS: Theoretical teaching and practical training of lung ultrasound in a short pedagogical intervention can improve cognitive performance, practical skills, and interpretation of the exam. The level of learning achievement was higher among more advanced students in medical education. Additionally, the students in the clinical cycle had a better perception of their learning.

Evidence-Based Learning Strategies in Medicine Using AI.

Unlabelled: Large language models (LLMs), like ChatGPT, are transforming the landscape of medical education. They offer a vast range of applications, such as tutoring (personalized learning), patient simulation, generation of examination questions, and streamlined access to information. The rapid advancement of medical knowledge and the need for personalized learning underscore the relevance and timeliness of exploring innovative strategies for integrating artificial intelligence (AI) into medical education. In this paper, we propose coupling evidence-based learning strategies, such as active recall and memory cues, with AI to optimize learning. These strategies include the generation of tests, mnemonics, and visual cues.

Examen Práctico Objetivo Estructurado como metodología de evaluación en la asignatura de Anatomía Humana: Experiencia de una Implementación Piloto / Objective Structured Practical Examination as an Assessment Methodology in Human Anatomy Subject: A Practical Implementation Approach

Aprendizajes en anatomía humana tradicionalmente han sido evaluados a través del reconocimiento de estructuras anatómicas. A pesar de su popularidad, pueden tener un componente subjetivo y memorístico. El Examen Práctico Objetivo Estructurado (EPOE) se ha presentado como una manera más global de evaluación. El objetivo de este estudio fue evidenciar el efecto en el rendimiento académico tras la implementación del EPOE en pasos prácticos. En el estudio 2312 estudiantes fueron divididos: Metodología Tradicional (n=1155) y Metodología EPOE (n=1157). A su vez, los estudiantes fueron identificados según carrera: Enfermería (n=1182); Fonoaudiología (n=185); Kinesiología (n=514) y Terapia Ocupacional (n=431). Se mantuvieron las condiciones de la asignatura en ambos grupos con tres evaluaciones prácticas. Se analizaron las calificaciones obtenidas. Evaluaciones 1 y 2 no presentaron diferencias entre grupos. Evaluación 3, que evaluó sistema nervioso, mostró disminución significativa de 0,5 puntos en el grupo EPOE. El factor tipo de metodología resultó ser significativo en evaluación 3 (p < 0,001; h2p = 0,029) y promedio de las 3 evaluaciones (p < 0,029; h2p = 0,002). El factor carrera resultó ser significativo para las tres evaluaciones. La interacción de ambos factores no mostró significancia estadística. El análisis post hoc mostró diferencias significativas entre estudiantes de Enfermería con las demás carreras, ya que obtuvieron mejores calificaciones en todas las evaluaciones (p < 0,05). Metodología EPOE no produjo drásticos cambios en el rendimiento académico de los estudiantes y tiene un amplio potencial de desarrollo por su naturaleza de evaluación integral no invasiva ni traumática. Se debe considerar la naturaleza de los contenidos en el diseño de la metodología de enseñanza-aprendizaje y en la metodología de evaluación, alineando a nivel microcurricular estos aspectos fundamentales de la formación de nuevos profesionales de la salud.

SUMMARY: Learning in human anatomy has traditionally been assessed by recognizing anatomical structures. Despite their popularity, they can have a subjective component. The Objective Structured Practical Examination (EPOE) has been presented as a more global way of assessment. The aim of this study was to demonstrate the effect on academic performance after the implementation of the EPOE in practical activities. In this study 2312 students were divided into Traditional Methodology (n=1155) and EPOE Methodology (n=1157). In turn, students were identified according to career: Nursing (n=1182), Speech Therapy (n=185), Physical Therapy (n=514), and Occupational Therapy (n=431). Subject conditions were maintained in both groups with three practical evaluations. The grades obtained were analyzed. Assessments 1 and 2 showed no differences between groups. Evaluation 3, which evaluated the nervous system, showed a significant decrease of 0.5 points in the EPOE group. The type of methodology factor was significant in evaluation 3 (p < 0.001; ?2p = 0.029) and the average of 3 evaluations (p < 0.029; ?2p = 0.002). The career factor was significant for all three evaluations. The interaction of both factors did not show statistical significance. The post hoc analysis showed significant differences between nursing students and the other careers since they obtained better scores in all evaluations (p < 0.05). EPOE methodology did not produce drastic changes in students' academic performance and had a broad potential for development due to its non-invasive and non-traumatic comprehensive assessment nature. The nature of the contents should be considered in the design of the teaching-learning methodology and the evaluation methodology, aligning at the micro-curricular level with these fundamental aspects of training new health professionals.

Use of eye tracking in medical education.

Eye tracking has become increasingly applied in medical education research for studying the cognitive processes that occur during the performance of a task, such as image interpretation and surgical skills development. However, analysis and interpretation of the large amount of data obtained by eye tracking can be confusing. In this article, our intention is to clarify the analysis and interpretation of the data obtained from eye tracking. Understanding the relationship between eye tracking metrics (such as gaze, pupil and blink rate) and cognitive processes (such as visual attention, perception, memory and cognitive workload) is essential. The importance of calibration and how the limitations of eye tracking can be overcome is also highlighted.

Thawed Porcine Model for Surgical Training: A Novel Conservative Procedure.

Background: General Surgery course is a mandatory in medical schools and continuing surgery training is important even to experienced surgeons which they need to maintain and/or improve their surgical skills. Additionally, the models used for that practice are human cadavers, anesthetized porcine, or simulators and are not accessible for medicine schools or physicians in many countries. Therefore, we present a new technical procedure for preparation of frozen experimental animal's cadavers for medical surgical training. Materials and Methods: To perform the study, one porcine slaughtered and frozen at -20°C was used. The porcine cadaver was thawed at room temperature (25°C) and then the pneumoperitoneum test was performed and viscera inspection carried out. Results: The porcine cadaver took 20 hours to completely thaw. The pneumoperitoneum was successfully performed with total distention of the abdominal cavity. All viscera were well preserved maintaining important in vivo characteristics for consistency. Conclusion: The use of thawed porcine cadaver as a model to train many surgical procedures including videolaparoscopy is feasible. The tissues were well preserved by this method and was financially accessible and could be used for different techniques, equipment, and material tests.

Aprendizaje en investigación clínica: experiencia de enseñanza híbrida con estudiantes de medicina / Learning in Clinical Research: Hybrid Teaching Experience with Medical Students

Introducción: la pandemia de COVID-19 indujo un cambio en nuestro sistema de salud y de educación. Los programas formativos también tuvieron que adaptarse y exigieron un cambio rápido. Objetivos: describir una experiencia educativa de enseñanza virtual/híbrida en investigación clínica, entre docentes del Servicio de Clínica de un hospital universitario y estudiantes de Medicina de una institución privada, que participaron del Programa ESIN (EStudiantes en INvestigación). Metodología: los contenidos y las estrategias educativas incluyeron las clases teóricas audiograbadas o videograbadas (asincrónicas y autoadministradas), el aprendizaje basado en proyectos, los talleres prácticos (encuentros sincrónicos virtuales y grupales), mediante la adopción de modelos de aprendizaje como el aula invertida, y la tutoría individual entre docente-estudiante. Los datos se recopilaron mediante la observación en contextos académicos, y basándonos en elementos de encuestas anónimas de satisfacción, previo consentimiento informado de los participantes. Resultados: participaron 14 estudiantes, 6 durante el año 2021 y 8 durante 2022. Todas mujeres y estudiantes de medicina (50% de cuarto año, 35% de sexto año y 15% de quinto año). Las técnicas implementadas favorecieron la participación y promovieron el aprendizaje activo, basado en proyectos. Mencionaron aspectos positivos como el enfoque académico práctico, la disponibilidad del equipo docente para atender cualquier duda, el tiempo y el entusiasmo por enseñar y fomentar la participación. Los videos teóricos resultaron útiles como herramientas de repaso, y los encuentros grupales fueron especialmente valorados, si bien los encuentros individuales fueron destacados como ayuda y apoyo previo a los congresos científicos. En general, manifestaron que fue una experiencia enriquecedora que demostró que se puede lograr lo que se creía imposible. Todas participaron activamente de al menos un congreso científico, y el 50% resultó coautora de una publicación académica. Conclusión: los estudiantes asumieron compromisos y responsabilidades, e incorporaron competencias y habilidades en la implementación y en la difusión de los proyectos. Esta experiencia educativa facilitó que el tiempo de clase pudiera optimizarse para intercambio, discusión y dudas. Los recursos producidos, las actividades desarrolladas y los contenidos abordados quedan disponibles a nivel institución. (AU)

Introduction: the COVID-19 pandemic brought about a change in our health and education system. Training programs also had to adapt and required rapid change. Objectives: to describe an educational experience of virtual/hybrid teaching in clinical research between teachers of the Clinical Service of a university hospital and medical students of a private institution who participated in the ESIN Program (Students in Research). Methodology: the contents and educational strategies included audio or videotaped lectures (asynchronous and self-administered), project-based learning, practical workshops (virtual and group synchronous meetings) by adopting learning models such as the inverted classroom, and individual tutoring between teacher and student. We gathered the data through observation in academic contexts and based on elements of anonymous satisfaction surveys, with prior informed consent of participants. Results: fourteen students participated, six in 2021 and eight in 2022. All were women and medical students (50% fourth year, 35% sixth year, and 15% fifth year). The techniques implemented favored participation and promoted active, project-based learning. They mentioned positive aspects such as the practical academic approach, the availability of the teaching team for any doubts, the time and enthusiasm for teaching, and encouraging participation. The theory videos were a valuable review tool, and team meetings received high praise even if the one-on-one meetings received much attention as help and support before the scientific congresses. In general, they stated that it was an enriching experience that showed that you can achieve what you thought impossible. All of them actively participated in at least one scientific congress, and 50% were co-authors of an academic publication. Conclusion: the students assumed commitments and responsibilities and incorporated competencies and skills in project implementation and dissemination. This educational experience helped to optimize class time for exchange, discussion, and doubts. The resources produced, the activities developed, and the contents addressed are now available at the institutional level. (AU)

Producción científica y tendencias de investigación en la educación médica: análisis comparativo de dos revistas / Scientific Production and Research Tendencies in Medical Education: Comparative Analysis of two Journals

Introducción: El proceso de difusión de los hallazgos científicos a través de la publicación de artículos en revistas especializadas es fundamental para la comunidad académica y científica. La publicación de resultados científicos permite que otros investigadores accedan a la información, evalúen el estudio y puedan construir sobre ese conocimiento en futuras investigaciones. Objetivo: Caracterizar la producción científica de la Revista Brasileira de Educación Médica (RBEM) y la Revista Cubana de Educação Médica Superior (RCEMS). Métodos: Fue realizado un estudio descriptivo y retrospectivo, mediante el método de análisis bibliométrico y de análisis de contenido. Se identificaron y clasificaron patrones, temas y tendencias recurrentes en los artículos publicados entre 2020 y 2022. Resultados: Ambas revistas se comportaron de manera similar con respecto a la productividad hasta 2020, cuando la RBEM aumentó exponencialmente el número de artículos a través de la publicación de diversos números especiales. Se identificaron como dimensiones de investigación de mayor recurrencia las propuestas didácticas y pedagógicas para el aprendizaje de los estudiantes de medicina, el diseño curricular en medicina y la evaluación educativa en este campo. Conclusiones: Los estudios examinados resaltan la relevancia de investigar en el campo de la educación médica, y reconocen la diversidad de enfoques y perspectivas presentes en diversas revistas especializadas. Tanto Brasil como Cuba desempeñan un papel activo en la generación de conocimientos científicos en el ámbito de la educación médica, cada uno con sus propias fortalezas y enfoques distintivos(AU)

Introduction: The process of disseminating scientific findings through the publication of articles in peer-reviewed journals is paramount for the academic and scientific community. The publication of scientific results allows other researchers to access information, assess the study and, upon this knowledge, build up future research. Objective: To characterize the scientific production of the Revista Brasileira de Educação Médica (RBEM) and the Revista Cubana de Educación Médica Superior (RCEMS). Methods: A descriptive and retrospective study was carried out, using the bibliometric analysis and the content analysis methods. Patterns, themes and tendencies recurrent in articles published between 2020 and 2022 were identified and classified. Results: Both journals behaved similarly with respect to productivity until 2020, when the RBEM exponentially increased the number of articles through the publication of several special issues. Didactic and pedagogical proposals for medical student learning, curricular design in medicine, and educational assessment in the same field were identified as research dimensions with the highest recurrence. Conclusions: The reviewed studies highlight the relevance of research in the field of medical education, as well as they recognize the diversity of approaches and perspectives present in various specialized journals. Both Brazil and Cuba play an active role in the generation of scientific knowledge in the field of medical education, each with its own distinctive strengths and approaches(AU)

Nuevos Recursos Tecnológicos para la Enseñanza de Anatomía Durante la Crisis por Pandemia COVID-19. Desde el B-learn hacia el E-learn en una Nueva Escuela de Medicina de Chile / New Technological Resources for Anatomy Teaching During the COVID-19 Pandemic Crisis. From B-learn to E-Learn at a New Medical School, in Chile

Para iniciar la enseñanza de anatomía la nueva Escuela de Medicina de la Universidad de Tarapacá (UTA) adquirió innovadores recursos tecnológicos según el estado del arte en medios digitales y 3D. La primera cohorte de estudiantes de medicina utilizó estos recursos tecnológicos el año 2016, valoró positivamente la asignatura cursada y su metodología didáctica mediante un enfoque combinado (B-Learn). Estos resultados fueron publicados el año 2018, siendo un exitoso modelo local de enseñanza hasta el año 2019. La pandemia COVID-19 golpeó fuertemente a Chile desde el inicio del año 2020 y las universidades debieron adaptar su modelo de enseñanza. En nuestro caso se realizó impartiendo las asignaturas mediante un enfoque de total aprendizaje en línea a través de internet (E-Learn). Se impartió el primer y segundo semestre de anatomía a 36 estudiantes del primer año de medicina 2020. Además de los recursos tradicionales como textos de estudio y guías de laboratorio, para migrar a un modelo de curso E-Learn totalmente en línea, se utilizaron los recursos digitales y 3D almacenados en la base de datos local de la mesa de disección digital SECTRA® y su plataforma RIS/PACS portal IDS7 SECTRA®, para ser enseñados mediante internet vía Zoom® en tiempo real y vía plataformas Intranet-UTA en conjunto con Moodle® para las tareas y posteriores evaluaciones. La transición desde un modelo B-Learn a uno E-Learn se realizó en forma exitosa gracias a la experiencia conseguida los años anteriores en cuanto a diseño y uso de recursos didácticos, además de la base de datos local con recursos anatómicos previamente almacenados en formato digital. El rendimiento de los alumnos fue sobresaliente durante la pandemia, mostrando la versatilidad y adaptación de los nuevos estudiantes nativos digitales a las emergentes condiciones de aprendizaje.

SUMMARY: To start teaching anatomy, the recently established medical school of the University of Tarapacá (UTA) acquired innovative and state of the art technological resources in digital and 3D media. The first cohort of medical students used these resources in 2016 and positively assessed the subject studied and its didactic methodology through a combined approach (B- Learn). These results were published in 2018, and it was deemed a successful local teaching model until 2019. Since the beginning of 2020 the COVID-19 pandemic impacted Chile particularly hard, and universities had to adapt their teaching model. In our case, we carried it out by teaching the subjects using a comprehensive online learning approach through the Internet (E-Learn). The first and second semester of anatomy were taught to 36 students in the first year of medicine 2020. In addition to traditional resources such as study texts and laboratory guides, to migrate to a fully online E- Learn course model, the digital and 3D resources stored in the local database of the SECTRA® digital dissection table and its RIS/ PACS portal IDS7 SECTRA® platform were used to be taught via the internet through Zoom® in real-time and via Intranet UTA platforms in conjunction with Moodle® for the tasks and subsequent evaluations. The transition from a B-Learn model to an E-Learn model was carried out successfully thanks to the experience gained in previous years in terms of design and use of teaching resources, in addition to the local database with previously stored anatomical resources in digital format. Student performance was outstanding during the pandemic, showing the versatility and adaptation of new digital native students to emerging learning conditions.

Explaining Skeletal System Anatomy with Classical Method, Video Assisted Method and 3D Imaging Techniques and Comparison of Learning Levels Between Methods

SUMMARY: The aim of this research is to introduce the ideal lecture technique to the literature by explaining the anatomy of the skeletal system using the classical method, video-assisted method and 3D imaging techniques. The research was carried out with 180 students. The number of samples was determined by power analysis (a=0.05,b=0.20, effect size=0.25). Participants were pre-screened and divided into 4 groups with the closest group mean (group 1: control group: the group that did not take anatomy lessons, group 2: video-assisted anatomy education, group 3: 3D anatomy course, group 4: classical anatomy education group). The courses in the training groups were organised as 4 hours/day, 2 days/week for 5 weeks. At the end of the course, the students were re-examined and scaled to determine the difference in scores and self-efficacy between the groups. A one-way ANOVA test was performed because the data were normally distributed when comparing between groups. The mean scores were calculated as group 1=30.22±6.24, group 2=39.02±9.15, group 3=49.77±9.20 and group 4=59.28±8.95. In the post hoc comparison, in pairwise comparisons between all groups, the differences were highly significant (pgroup 3>group 2>group 1 (p<0.001). According to the results of this study, the laboratory method in skeletal anatomy teaching is the best alternative to 3D anatomy teaching.

El objetivo de esta investigación es introducir la técnica de lectura ideal en la literatura, explicando la anatomía del sistema esquelético, utilizando el método clásico, el método asistido por video y las técnicas de imágenes en 3D. La investigación se llevó a cabo con 180 estudiantes. El número de muestras se determinó mediante análisis de potencia (a=0,05, b=0,20, tamaño del efecto=0,25). Los participantes fueron preseleccionados y divididos en 4 grupos con la media de grupo más cercana (grupo 1: grupo de control: el grupo que no tomó lecciones de anatomía, grupo 2: educación de anatomía asistida por video, grupo 3: curso de anatomía 3D, grupo 4: grupo de educación en anatomía clásica). Los cursos en los grupos de formación se organizaron con 4 horas/día, 2 días/semana durante 5 semanas. Al final del curso, los estudiantes fueron reexaminados y escalados para determinar la diferencia en puntajes y autoeficacia entre los grupos. Se realizó una prueba de ANOVA de una vía debido a que los datos se distribuyeron normalmente al comparar entre grupos. Las puntuaciones medias se calcularon como grupo 1=30,22±6,24, grupo 2=39,02±9,15, grupo 3=49,77±9,20 y grupo 4=59,28±8,95. En la comparación post hoc, en comparaciones por pares entre todos los grupos, las diferencias fueron altamente significativas (pgrupo 3>grupo 2>grupo 1 (p<0,001). Según los resultados de este estudio, el método de laboratorio en la enseñanza de la anatomía esquelética es la mejor alternativa a la enseñanza de la anatomía en 3D.

Chat GPT: origen, evolución, retos e impactos en la educación / Chat GPT: Origen, Evolution, Challenges and Impacts on Education

Introducción: Los avances de unas tecnologías y la obsolescencia de otras marchan a una velocidad inimaginable, especialmente en este siglo xxi. En los últimos meses de 2022 y primeros meses de 2023 muchas incógnitas y controversias en diferentes campos han surgido en torno a los Chat GPS, una innovación que presenta desafíos nunca pensados para la sociedad actual, así como nuevos retos que impactarán de manera directa en la formación y/o desempeño de profesores, estudiantes, profesionales de la salud, juristas, políticos, informáticos, bibliotecarios, científicos y cualquier ciudadano. Objetivo: Identificar algunas características del chat GPT y su posible impacto en el educación. Posicionamiento de los autores: Se leen en las noticias y reportajes valoraciones de especialistas; se han realizado encuentros virtuales y exposiciones; y están disponibles diversos artículos y videos sobre este tema, algunos llegan a ser elaborados con el propio asistente. Por la novedad del tema, la reciente incorporación como herramienta para el desarrollo profesional, así como por el interés mostrado en los últimos días por la comunidad de profesores de las ciencias médicas cubanas, y considerando que esta herramienta es resultado del desarrollo de la inteligencia artificial, cabe preguntarse: ¿en qué consiste? y ¿cuáles son sus perspectivas? Conclusiones: Resulta oportuno acercarse al tema desde las posibilidades y los retos que abre a la educación y el aprendizaje, en particular a la docencia médica(AU)

Introduction: The advances of some technologies and the obsolescence of others are marching at an unimaginable speed, especially in this twenty-first century. In the last months of 2022 and first months of 2023, many questions and controversies in different fields have arisen with respect to Chat GPT, an innovation that presents challenges never thought of before for today's society, as well as new challenges that will have a direct impact on the training and/or performance of professors, students, health professionals, law practitioners, politicians, computer scientists, librarians, scientists and any citizen. Objective: To identify some technological characteristics of Chat GPT. Positioning of the authors: In news and reports, assessments by specialists are read; virtual meetings and presentations have been held; and several articles and videos on this topic are available, some of them even elaborated by the assistant itself. Due to the novelty of the subject, its recent assimilation as a tool for professional development, as well as the interest shown in recent days by the community of professors of Cuban medical sciences and considering that this tool is the result of the development of artificial intelligence, it is worth wondering what it consists in and what its prospects are. Conclusions: It is appropriate to approach the subject with a focus on the possibilities and challenges that it opens to education and learning (AU)