Use of Technological Resources in Training for Research and Scientific Writing in Medicine: A Systematic Review
Uso de recursos tecnológicos en la formación en investigación y redacción científica en medicina: una revisión sistemáticaArticle Sidebar
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The integration of digital technologies in medical education has transformed the teaching of research and scientific writing skills, particularly following the digital acceleration driven by the COVID-19 pandemic. To systematically analyze the scientific evidence on the use of technological resources in research and scientific writing training among undergraduate medical students. A systematic review was conducted according to PRISMA 2020 guidelines across Scopus, PubMed, SciELO, ERIC, and Google Scholar (2018–2024). Eighteen experimental, quasi-experimental, descriptive studies and systematic reviews were included. Bibliographic managers (Zotero, Mendeley), artificial intelligence (ChatGPT, Grammarly), and collaborative platforms (Google Workspace, Microsoft Teams) improved citation accuracy, textual coherence, and research performance. Immersive technologies facilitated methodological understanding. Technological resources strengthen research competencies in medical students. Their effective curricular integration requires institutional policies, continuous teacher training, and longitudinal studies that evaluate the sustainability of learning.
La integración de tecnologías digitales en la educación médica ha transformado la enseñanza de competencias investigativas y de redacción científica, especialmente tras la aceleración digital impulsada por la pandemia de COVID-19. Analizar sistemáticamente la evidencia científica sobre el uso de recursos tecnológicos en la formación en investigación y redacción científica en estudiantes de medicina de pregrado. Se realizó una revisión sistemática según PRISMA 2020 en Scopus, PubMed, SciELO, ERIC y Google Scholar (2018-2024). Se incluyeron 18 estudios experimentales, cuasiexperimentales, descriptivos y revisiones sistemáticas. Los gestores bibliográficos (Zotero, Mendeley), la inteligencia artificial (ChatGPT, Grammarly) y las plataformas colaborativas (Google Workspace, Microsoft Teams) mejoraron la precisión en citas, la coherencia textual y el desempeño investigativo. Las tecnologías inmersivas facilitaron la comprensión metodológica. Los recursos tecnológicos fortalecen las competencias investigativas en estudiantes de medicina. Su integración curricular efectiva requiere políticas institucionales, formación docente continua y estudios longitudinales que evalúen la sostenibilidad de los aprendizajes.
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