Perception and use of artificial intelligence among teachers of biomedical careers

Abstract

Introduction: The incorporation of artificial intelligence into biomedical education presents opportunities to strengthen teaching and research, but also raises questions regarding teacher training, academic integrity, and the preservation of the humanistic component of training.

Objective: To analyze the perception and use of artificial intelligence tools among faculty members in biomedical programs at an Ecuadorian university, considering their academic characteristics and prior training in this technology.

Material and Methods: An observational, exploratory, cross-sectional study was conducted between April and June 2025. Participants included 46 faculty members from biomedical programs at the Universidad Regional Autónoma de los Andes who were selected via non-probability convenience and snowball sampling. A structured 13-item questionnaire—previously subjected to content validation and a pilot test—was administered; it demonstrated adequate internal consistency (Cronbach’s α = 0.817). Frequencies, percentages, and descriptive measures were calculated; chi-square and Fisher’s exact tests were used to explore associations between categorical variables.

Results: The results show that 89.1% of the faculty members considered training in artificial intelligence necessary, and over 60% acknowledged the favorable effects of its incorporation on teaching practice and learning. Moreover, 87% indicated a need for pedagogical guidelines. At the same time, 47.8% believed these tools could foster inappropriate academic practices, and 41.3% questioned their contribution to intellectual work. Although descriptive differences were observed based on sex, teaching experience, and prior training, the associations explored did not reach statistical significance.

Conclusions: There is a favorable disposition toward incorporating artificial intelligence into biomedical education, accompanied by ethical and pedagogical reservations. Its integration requires continuous teacher training, institutional guidance, and clear criteria to promote a usage that is critical, responsible, and compatible with the humanistic dimension of health sciences education.