Use of ChatGPT in Biomedical Education. Risk Analysis from the UNESCO Ethical Principles and the European Union Regulation on Artificial Intelligence
DOI:
https://doi.org/10.14422/rib.i25.y2024.007Keywords:
teaching-learning, Generative Artificial Intelligence (GAI), ChatGPT, Applied EthicAbstract
Generative Artificial Intelligence (GAI), with applications such as ChatGPT, has become an interesting tool in the field of biomedical education. Its benefits include in particular the simplification and improvement of the teaching-learning process, favoring the search for information, the creation and updating of content, the simulation of clinical scenarios, personalized attention or immediate evaluation. However, there are many risks involved with such a novel and disruptive tool. Due to this, in order to evaluate these threats, we use the UNESCO Ethical Principles and the European Union Regulation on Artificial Intelligence, concluding that the main risk of these applications derives from their potential discriminatory capacity, especially in reference to the evaluation and categorization of students; also, the appearance of different technical biases, the lack of equity, control, transparency and privacy, or plagiarism and false authorship.
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Copyright (c) 2024 José Miguel Biscaia Fernández, María del Rocío González-Soltero, Carlos Julio Biscaia Fernández, Rosa Belén Mohedano del Pozo, Ana Isabel Rodríguez-Learte
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