Inteligencia artificial en la educación basada en simulación clínica en América Latina: un estudio transversal de los conocimientos, prácticas y percepciones de los educadores

Abstract

Introduction

Given the scarcity of Latin American publications on Artificial Intelligence in Simulation-Based Education, this study describes the knowledge, usage practices, perceived usefulness, perceived ease of use, and attitudes toward the use of Artificial Intelligence among simulation educators in Latin America regarding AI.

Materials and methods

A quantitative, cross-sectional, and exploratory study (N = 242) was conducted with educators from 16 countries. A sociodemographic questionnaire, an AI knowledge test (α = 0.758), questions on AI practices, and instruments assessing technology acceptance (α = 0.822) and attitudes toward AI use (α = 0.808) were applied. Group comparisons were performed using the nonparametric Kruskal–Wallis and Mann–Whitney U tests.

Results

Performance on the knowledge test was high (correct responses: 58.3%–87.2%), with chatbots being the most frequently used tools. Positive valence was observed for perceived usefulness, ease of use, and attitudes. Statistically significant differences were identified in declarative knowledge and perceived usefulness according to gender and self-perceived level of proficiency.

Conclusion

Simulation educators in Latin America show a generally positive perspective toward Artificial Intelligence. However, the gap between high interest and limited implementation highlights the need to strengthen Artificial Intelligence literacy and faculty development to accelerate the ethical and equitable adoption of these technologies in Simulation-Based Education.