Uso de chatbots y autopercepción de competencias terapéuticas en estudiantes universitarios de Psicología Clínica ecuatoriana
Use of chatbots and self-perception of therapeutic skills in Ecuadorian university students of Clinical PsychologyBarra lateral del artículo
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La incorporación de chatbots en la formación clínica universitaria plantea una alternativa ante la limitada disponibilidad de espacios tempranos de práctica supervisada. Evaluar la autopercepción del uso del chatbot en la formación de competencias terapéuticas en estudiantes de Psicología Clínica fue el objetivo del estudio. Se asumió un enfoque cuantitativo, tipo aplicado, diseño cuasiexperimental pretest-postest, grupo único. La población conformada por 60 estudiantes de séptimo ciclo de Psicología Clínica de una universidad privada de Loja, Ecuador. La técnica fue la encuesta y el instrumento un cuestionario estructurado con ítems tipo Likert. Los resultados evidenciaron incrementos significativos en aptitud, familiarización, preparación, expectativas, utilidad percibida y competencias terapéuticas autopercibidas tras la interacción con el chatbot. Se concluye que el chatbot favorece la práctica segura de habilidades asociadas a la Terapia Cognitivo-Conductual, fortalece la confianza para la toma de decisiones clínicas y constituye un recurso pedagógico complementario para reducir la brecha entre teoría y práctica en la formación del futuro psicólogo clínico.
The incorporation of chatbots in university clinical training represents an alternative to the limited availability of early supervised practice settings. Evaluate the self-perception of the use of the chatbot in the training of therapeutic skills in Clinical Psychology students. A quantitative, applied approach was used through a single-group quasi-experimental pretest-posttest design. The population consisted of 60 seventh-cycle Clinical Psychology students from a private university in Loja, Ecuador; a non-probabilistic convenience sample comprising all participants was selected. Data were collected through a survey using a structured Likert-type questionnaire validated by expert judgment, with acceptable reliability estimated through McDonald’s omega and Cronbach’s alpha. The results showed significant increases in aptitude, familiarization, preparation, expectations, perceived usefulness, and self perceived therapeutic competencies after chatbot interaction. It is concluded that chatbots support safe practice of Cognitive Behavioral Therapy related skills, strengthen confidence in clinical decision-making, and constitute a complementary pedagogical resource to reduce the gap between theory and practice in clinical psychology training
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