Padrões de uso da inteligência artificial na formação médica: análise estratificada em um currículo baseado em Problem-Based Learning
DOI:
https://doi.org/10.5281/zenodo.20129719Palavras-chave:
Inteligência Artificial, Educação Médica, Aprendizagem Baseada em Problemas, Estudantes de Medicina, Tecnologia EducacionalResumo
Introdução: A inteligência artificial (IA) tem se consolidado como uma ferramenta emergente na educação médica, especialmente em currículos baseados em metodologias ativas como o Problem-Based Learning (PBL). Apesar de sua ampla disseminação, persistem lacunas quanto à forma como essas tecnologias são efetivamente utilizadas pelos estudantes e integradas ao processo formativo. Objetivo: Analisar os padrões de uso, percepções e implicações pedagógicas da utilização de ferramentas de inteligência artificial por estudantes de medicina em um currículo baseado em PBL. Métodos: Estudo observacional, transversal, de natureza analítica, conduzido com 257 estudantes de medicina de uma universidade pública brasileira. A amostra foi obtida por estratificação proporcional por semestre. Os dados foram coletados por questionário estruturado e analisados por estatística descritiva e inferencial, utilizando testes do qui-quadrado de Pearson, exato de Fisher e correlação de Spearman. Modelos de regressão logística binária foram empregados para identificar fatores associados à confiança nas ferramentas de IA e à percepção sobre sua inclusão curricular, adotando-se nível de significância de 5%. Resultados: A utilização de IA foi relatada por 98,4% dos participantes, com predominância do uso de modelos de linguagem de grande escala, como ChatGPT (88,1%) e Google Gemini (65,2%). O principal uso foi para elucidação de dúvidas (47,8%) e simplificação de conteúdos (21,7%), com baixa utilização para atividades de maior complexidade, como produção científica (≤2,0%). Observou-se associação significativa entre o semestre e o objetivo de uso (p=0,007), bem como entre gênero e nível de confiança (p<0,001). A maioria dos estudantes reconheceu limitações nas ferramentas (87,5%), embora apenas 8,2% tenham participado de treinamento formal. Adicionalmente, 82,9% manifestaram concordância quanto à inclusão de conteúdos sobre IA no currículo médico. Conclusão: A inteligência artificial apresenta elevada adesão na formação médica, sendo utilizada predominantemente como ferramenta de suporte cognitivo imediato. Contudo, sua aplicação ocorre de forma majoritariamente empírica e não estruturada, evidenciando lacunas na formação institucional. A integração curricular orientada, aliada ao desenvolvimento do pensamento crítico, é essencial para promover o uso seguro, ético e pedagogicamente qualificado dessas tecnologias.
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