Evaluación docente del uso de ChatGPT en la enseñanza universitaria del área de la salud

Abstract

This study analyzes the perception of health sciences faculty regarding the use of ChatGPT in their teaching practices, within the broader context of the expansion of generative artificial intelligence in higher education. Using a quantitative, non-experimental, descriptive, and cross-sectional design, 196 faculty members from Nutrition, Nursing, Psychology, and Dentistry programs at higher education institutions in Sinaloa, Mexico, participated. A validated 20-item questionnaire was applied, comprising three dimensions that assess perceived usefulness, ease of use and teaching support, as well as learning personalization, critical thinking, and assessment, with a reliability of α = .957. The findings reveal a predominantly positive evaluation of ChatGPT, highlighting its capacity to optimize time, generate instructional materials, and complement traditional teaching without replacing it. Faculty members recognize its potential to diversify pedagogical strategies and address student diversity, although they express reservations regarding the accuracy of the information and its impact on the development of critical thinking. It is concluded that ChatGPT is regarded as an effective didactic resource that contributes to improving educational practice, although its full integration requires ongoing training and ethical guidelines to promote responsible use within health education.