Sistema Regional de Información
en línea para Revistas Científicas de América Latina,
el Caribe, España y Portugal

The emergence of generative artificial intelligence (AI) has brought about significant transformations in continuing medical education (CME) and, more broadly, in continuing professional development (CPD). This essay aims to critically analyze its incorporation, not from a technological standpoint, but by focusing on the value it can bring to institutions, educators, and healthcare professionals. AI can add value by increasing efficiency (e.g., automatic translation or summarization), improving quality (such as assisted creation of educational materials), and enabling previously unfeasible practices (like real-time personalized tutoring support). Use cases are presented in both formal settings (courses, conferences) and informal ones (workplace learning), highlighting that most clinical learning occurs in the latter. The necessary competencies for responsible adoption by educators are also reviewed, along with key risks such as privacy concerns, the possibility of errors, cultural biases, and ethical dilemmas related to transparency and authorship. Nevertheless, it is suggested that the usefulness of these systems should be evaluated in comparison to “the best available human” for consultation—which will vary depending on the context. Finally, a rapid adoption of AI by physicians is noted, in contrast with a slower institutional integration. To support its organizational uptake, proposed strategies include experimentation policies, active leadership, interdisciplinary collaboration, and the inclusion of AI in operational workflows. In conclusion, AI is not merely an additional tool, but an inevitable ally in CME, with its impact depending on alignment with real needs and its ethical, context-sensitive integration.

Evidence-based educational assessment (EBEA) is an approach aimed at improving the quality of university teaching by systematically using findings from educational research to support learning assessment actions and decisions. Inspired by evidence-based medicine, EBEA has evolved into a more complex paradigm incorporating concepts such as knowledge mobilization, translational research, and implementation science in education. This narrative review explores the global development of the movement, its theoretical foundations, benefits, challenges, and models for effective implementation in health professions education. The essay presents frameworks such as the five-step model, evidence ecosystems, and knowledge mobilization in action, highlighting experiences in Latin America. It distinguishes between “evidence-based” and “evidence-informed” education, emphasizing the importance of contextualized professional judgment. The potential benefits of EBEA include improved student learning, more efficient resource allocation, enhanced professionalism, greater equity, and more transparent educational decision-making. It also discusses key criticisms and challenges, such as translating evidence into practice, the limited availability of applicable research in higher education, and the need for faculty development. Ultimately, EBEA is not a rigid formula but a culture of continuous improvement grounded in evidence, critical thinking, and contextual adaptation, aimed at narrowing the gap between theory and practice in education.

INVESTIGACIÓN EN EDUCACIÓN MÉDICA Año 14, n.º 55, julio-septiembre 2025, es una publicación trimestral editada por la Universidad Nacional Autónoma de México, Cuidad Universitaria, Delegación Coyoacán, C.P. 04510, Ciudad de México, a través de la Facultad de Medicina, Ciudad Universitaria, Circuito Escolar S/N, Del. Coyoacán, C.P. 04510, Ciudad de México; tel. (55) 56 23 23 00, ext. 45171 y 43019, http://riem.facmed.unam.mx/ Correos: revistainvestedu@gmail.com, riem@unam.mx.

This review addresses the book entitled Una aproximación al léxico elemental de la lengua sánscrita, by Sergio Armando Rentería Alejandre. This book represents a significant advance in Sanskrit studies in Latin America and Spain and reflects the development of Indological studies in the Spanish-speaking world. Its main objective is to invite interested readers to explore the text and its potential for the development of Sanskrit studies in Spanish. Rentería's work, for its part, aims to approach the Sanskrit language by analyzing its basic vocabulary for reading, understanding, and translating it into Spanish. Although not a dictionary per se, Rentería's text serves as a training tool for developing comprehensive lexical competence in Sanskrit students. Therefore, this is a significant contribution that fills an important gap in the available bibliography for Sanskrit studies in the Spanish-speaking world and reaffirms El Colegio de México's leadership in the field, while consolidating Rentería's position as a leading specialist.

Mazahua has traditionally been said to be a head-marking language; specifically, the grammatical subject is encoded in an index formalized in a proclitic. The purpose of this paper is to describe non-canonical subject marking. In this language, the non-canonical way the proclitic that paradigmatically encodes tense, mood, aspect, and person, in particular grammatical contexts, is realized as a zero, empty, or omitted morpheme. The language presents additional grammatical resources to exhibit the grammatical subject, such as morphemes of grammatical relation emphasis, number, clausal closure demonstratives, and noun phrases. Several of these subject-encoding forms may co-occur in a clause. Information structure is a discourse property that is directly related to the identification of the subject encoded in a zero morpheme. The expression of the different types of topics allows to identify the reference of this discursive participant.