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Context: Artificial intelligence has transformed learning environments in the health sciences and prompted debate about its role in developing clinical reasoning. Objective: To analyze the role of artificial intelligence in developing clinical reasoning in medical education. Methods: A systematic review followed PRISMA 2020 guidelines. Twenty-two publications, including primary studies, reviews, and reflective papers, published between 2021 and 2026 were selected. Results: The included meta-analysis by Takita et al. (2025) reported an overall diagnostic accuracy of 52.1% across 83 studies. In Gordon et al. (2024), 6.8% (13/191) of articles/innovations focused on teaching or assessing clinical reasoning. Arcos Huaman et al. (2025) reported 31% regulatory barriers in Latin American cardiovascular diagnosis, without assessing their curricular prevalence. Conclusions: Artificial intelligence is a valuable complementary educational resource whose curricular integration requires active faculty supervision, explicit ethical frameworks, and ongoing empirical validation.
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Quispe et al. (2026) studied this question.