Generative Artificial Intelligence (AI) in undergraduate Medical education in Brazil: A scoping review of the current landscape and implications from the 2025 Curriculum Guidelines
DOI:
https://doi.org/10.33448/rsd-v15i1.50071Keywords:
Artificial Intelligence, Medical Education, Educational Technology, Teaching.Abstract
This study presents a scoping review on the application of generative artificial intelligence in undergraduate medical education in Brazil, with an emphasis on the ChatGPT tool. Nine studies published until September 2025 were analyzed through searches in national and international databases. Thematic analysis revealed five main categories: technologies used, student perceptions and usability, integration with pedagogical strategies, implementation challenges, and contributions to medical training. Findings indicate high potential of artificial intelligence in supporting clinical reasoning, active methodologies, and formative feedback, while also highlighting gaps in faculty mediation and institutional policies. The results align with competencies defined by the 2025 DCNs, reinforcing the need for ethical, critical, and digital training for safe integration of these technologies into medical education.
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