| Sumario: | The article focuses on the integration of Chat Generative Pretrained Transformer (ChatGPT) as a learning tool in radiologic technology education, highlighting both its benefits and challenges. While ChatGPT can assist students with assignments, study guides, and simulated clinical scenarios, overreliance may reduce critical thinking, clinical judgment, and memory retention, which are essential skills in radiologic technology. Research indicates that students using ChatGPT extensively show decreased brain activity related to focus and problem-solving, lower engagement in higher-order thinking, and reduced confidence in clinical tasks. The article advocates for instructional strategies grounded in educational theories—such as delaying AI access, critiquing AI-generated content, collaborative analysis, and human-centered challenges—to promote reflective learning and responsible AI use. Educators are encouraged to act as cognitive coaches who guide students in thoughtfully engaging with AI, fostering digital literacy, critical evaluation, and ethical clinical judgment rather than passive acceptance of AI outputs.
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