Artificial Intelligence in Medical Education: Promises and Dilemmas of the Immediate Future

Abstract

The emergency of artificial intelligence in medicine and medical education is one of the most disruptive phenomena of the last decade. Tools as diagnostic support systems, adaptive learning platforms, and clinical data processing algorithms offer unprecedented opportunities to transform the training of healthcare professionals. However, their implementation also raises ethical, pedagogical and clinical dilemmas, particularly regarding the development of critical judgment, the humanization of care, and equity in access to technologies. This opinion article critically reflects on the potentialities and dilemmas of artificial intelligence in medical education, and emphasizes the need for a comprehensive approach that combines technological innovation with humanistic values. It also argues that the incorporation of artificial intelligence should not be limited to an instrumental resource, but should be accompanied by a curricular transformation and public policies that guarantee quality, security and equity in training. The objective is to contribute to the academic debate on how to critically and responsibly integrate these tools into 21st-century medical education.