HEALTH WITHOUT BORDERS: INICIB-URP LEADING MEDICAL EDUCATION THROUGH BIOENGINEERING AND MECHATRONIC TECHNOLOGIES

Abstract

Medical education is at a turning point due to the rapid advances in biomedical technology and robotics in rehabilitation. This editorial examines the importance of integrating these innovations into medical curricula, highlighting statistics on medical education in Latin America and Peru, and discusses the challenges and opportunities for improving the training of future health professionals. In the 21st century, technology is redefining medicine and, consequently, medical education. Biomedical technology and robotics in rehabilitation offer new tools to enhance teaching and clinical practice. In Latin America, including Peru, it is crucial for medical schools to adapt their programs to incorporate these technologies and adequately prepare their students. According to the Pan American Health Organization (PAHO), the Latin American region faces significant challenges in medical education, with a deficit of approximately 800,000 doctors by 2030(1). In Peru, the Ministry of Health reports a deficit of around 17,000 doctors, highlighting the need to improve and modernize medical training(2). Biomedical technologies, including simulation, telemedicine, and big data analysis, are essential for modern and effective medical education. Simulation and Augmented Reality: Patient simulators and augmented reality platforms allow students to practice procedures in a safe environment. These methods have been shown to significantly improve students' technical skills and confidence(4-6). Telemedicine: Telemedicine has become an essential tool, especially during the COVID-19 pandemic. Integrating it into the medical curriculum prepares future doctors to provide remote care, improving healthcare accessibility and efficiency(7-11). Big Data Analysis: The ability to handle and analyze large volumes of data is crucial in modern medicine. Training in bioinformatics and data analysis equips students to use this information in clinical decision-making(12-15)