Os avanços das ferramentas digitais de ensino na área da saúde e seus impactos na produção do conhecimento: uma revisão integrativa da literatura
DOI:
https://doi.org/10.5281/zenodo.21982912Palavras-chave:
Educação Médica, Tecnologia Educacional, Inteligência Artificial, Simulação de Alta Fidelidade, Produção do Conhecimento, Ensino em SaúdeResumo
A formação acadêmica e profissional na área da saúde passa por profundas transformações impulsionadas pela incorporação de tecnologias digitais. O objetivo deste estudo foi analisar os avanços das ferramentas digitais de ensino na saúde e identificar seus impactos na produção do conhecimento e no desenvolvimento de competências acadêmicas. Trata-se de uma revisão integrativa da literatura orientada pela estratégia PICO, com buscas nas bases PubMed/MEDLINE, Web of Science, Scopus, SciELO e LILACS (2019–2026), resultando na seleção de 11 artigos. Os resultados indicam que ferramentas imersivas em Realidade Virtual (VR) e Aumentada (AR) aprimoram a retenção do conhecimento anatômico e o treinamento prático sem risco ao paciente. Paralelamente, a Inteligência Artificial Generativa e os Modelos de Linguagem em Grande Escala (LLMs) otimizam o suporte ao raciocínio clínico e a eficiência na redação científica. Conclui-se que o uso das tecnologias promove a autonomia discente, mas exige letramento digital, capacitação docente continuada e regulamentação ética para mitigar o viés algorítmico e a dependência acrítica.
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