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¿Cómo viven y narran su experiencia los egresados de las profesiones de la salud su interacción con la inteligencia artificial generativa durante la transición de la formación universitaria a la práctica profesional?

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dc.contributor.advisorVergel Guerrero, John Alexander
dc.creatorArdila Trujillo, Edison Gilberto
dc.creatorGonzález Díaz, Edison Andrés
dc.creatorPérez Rodríguez, Sandy Johanna
dc.creator.degreeMagíster en Educación para Profesionales de la Salud
dc.date.accessioned2026-07-09T21:22:03Z
dc.date.available2026-07-09T21:22:03Z
dc.date.created2026-07-04
dc.descriptionIntroducción: La inteligencia artificial generativa (IAG) se incorpora rápidamente a la educación profesional en salud, pero aún se comprende poco cómo los egresados viven el tránsito desde la formación en pregrado y posgrado hacia el ejercicio profesional. Metodología: Mediante un diseño de indagación narrativa, participaron cuatro egresados de profesiones de la salud vinculados a escenarios clínicos, docentes, administrativos y de la industria farmacéutica. A partir de conversaciones narrativas, autorrelatos y diarios reflexivos, se compusieron textos de campo y relatos de investigación co-construidos atendiendo las dimensiones de temporalidad, socialidad y lugaridad. Hallazgos: Las historias de Ana, Carlos, Pepito y Dani muestran que el sentido atribuido a la IAG no dependió únicamente del mundo figurado donde se utilizó, sino de cómo se transformó en el tránsito entre la formación universitaria y la práctica profesional. En el mundo figurado de la formación, apareció asociada a sospecha, facilidad y temor a la sanción, porque podía poner en duda la autoría, el esfuerzo y el mérito académico; todo enmarcado en experiencias narradas más desde la penalización o la vigilancia que desde el acompañamiento. En el mundo figurado profesional, fue re-narrada como un recurso situado y aceptado respondiendo a necesidades de escritura, gestión administrativa, investigación y práctica clínica. La IAG siguió generando tensiones, pero cambiaron de forma al pasar del mundo formativo al profesional. Discusión: Estos hallazgos cuestionan que el principal problema educativo sea solo la falta de alfabetización en IAG o su regulación institucional. El aporte del estudio muestra que el sentido que se le atribuye a la IAG no depende únicamente de la herramienta vista como amenaza o recurso, sino del mundo figurado en que fue vivida y narrada. En el tránsito entre la formación y la práctica profesional, los egresados reconfiguran las formas de comprender, valorar y legitimar su uso. Conclusiones: Se propone desplazar la formación desde la lógica de aceptar o prohibir la IAG hacia una pedagogía de la transición, orientada a preparar a futuros profesionales o especialistas en salud para usarla de manera crítica, situada y responsable, sin delegar autoría, juicio clínico ni responsabilidad ética.
dc.description.abstractIntroduction: Generative artificial intelligence (GAI) is rapidly being incorporated into professional health education; however, limited understanding exists regarding how graduates experience the transition from undergraduate and postgraduate training to professional practice. Methods: This study adopted a narrative inquiry design involving four health professionals working in clinical, educational, administrative, and pharmaceutical industry settings. Data was generated through narrative conversations, self-narratives, and reflective journals. Field texts and research accounts were co-constructed, guided by the dimensions of temporality, sociality, and place. Findings: The stories of the participants revealed that the meaning attributed to GAI was not solely determined by the figurative world in which it was used, but rather by how it was transformed across the transition from academic training to professional practice. Within the figurative world of education, GAI was associated with suspicion, ease, and fear of sanction, as it challenged notions of authorship, effort, and academic merit, often framed through narratives of surveillance and penalization rather than guidance. In contrast, in the professional figurative world, GAI was re-narrated as a situated and accepted resource supporting writing, administrative management, research, and clinical practice. Although tensions persisted, their nature shifted during this transition. Discussion: These findings challenge the assumption that the primary educational issue lies solely in GAI literacy or institutional regulation. Instead, the study highlights that the meaning attributed to GAI depends on the figurative world in which it is experienced and narrated. As graduates’ transition into professional practice, they reconfigure how they understand, value, and legitimize its use. Conclusions: The study proposes moving beyond binary approaches of acceptance or prohibition toward a pedagogy of transition, aimed at preparing future health professionals to engage with GAI in a critical, situated, and responsible manner, without delegating authorship, clinical judgment, or ethical responsibility.
dc.format.extent91 pp
dc.format.mimetypeapplication/pdf
dc.identifier.doihttps://doi.org/10.48713/10336_48030
dc.identifier.urihttps://repository.urosario.edu.co/handle/10336/48030
dc.language.isospa
dc.publisherUniversidad del Rosario
dc.publisherPontificia Universidad Javeriana. Facultad de Medicina
dc.publisher.departmentEscuela de Medicina y Ciencias de la Salud
dc.publisher.programMaestría en Educación para Profesionales de la Salud
dc.rightsAttribution 4.0 International*
dc.rights.accesRightsinfo:eu-repo/semantics/openAccess
dc.rights.accesoAbierto (Texto Completo)
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/*
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dc.source.instnameinstname:Universidad del Rosario
dc.source.reponamereponame:Repositorio Institucional EdocUR
dc.subjectInteligencia artificial
dc.subjectProfesiones de la salud
dc.subjectEgresados
dc.subjectIndagación narrativa.
dc.subject.keywordGenerative artificial intelligence
dc.subject.keywordHealth professions education
dc.subject.keywordGraduates
dc.subject.keywordNarrative inquiry
dc.title¿Cómo viven y narran su experiencia los egresados de las profesiones de la salud su interacción con la inteligencia artificial generativa durante la transición de la formación universitaria a la práctica profesional?
dc.title.TranslatedTitle¿How Do Health Professions Graduates Experience and Narrate Their Interaction with Generative Artificial Intelligence During the Transition from University Education to Professional Practice?
dc.title.alternativeCómo viven y narran su experiencia los egresados de las profesiones de la salud su interacción con la inteligencia artificial generativa durante la transición de la formación universitaria a la práctica profesional
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dc.type.hasVersioninfo:eu-repo/semantics/acceptedVersion
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local.department.reportEscuela de Medicina y Ciencias de la Salud
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