Integración de tecnologías digitales emergentes en la educación en Ciencias de la Salud: análisis del impacto en el proceso de enseñanza-aprendizaje

Abstract

The incorporation of emerging digital technologies has generated substantial transformations in teaching and learning processes in higher education, particularly in the field of Health Sciences, where practical training, decision-making, and the development of professional competencies are central. This study aims to critically analyze the impact of tools such as augmented reality, virtual simulators, artificial intelligence, and interactive platforms on university training processes, based on an integrative review of recent scientific literature. Using a qualitative approach, a documentary and comparative review design was developed, supported by internationally recognized methodological criteria, such as the PRISMA guidelines for study selection and the PICO framework for defining the research question. The unit of analysis consisted of articles published between 2019 and 2025 in journals indexed in Scopus (Q1, Q2, and Q3), from diverse contexts, including MERCOSUR countries (Argentina, Brazil, Paraguay, and Uruguay), as well as Spain, the United Kingdom, the United States, Finland, Germany, Italy, Denmark, Cuba, and Chile. The results show that the pedagogical integration of emerging digital technologies promotes active learning, the understanding of complex content, and the strengthening of clinical and cognitive skills, provided that its implementation is accompanied by appropriate teaching strategies and specific teacher training. However, persistent challenges related to the digital divide, institutional heterogeneity, and the need for longitudinal evaluations are identified. The study concludes that emerging digital technologies constitute a strategic resource for educational innovation in the Health Sciences, although their impact depends on coherent pedagogical approaches, sustained institutional policies, and clear ethical frameworks.