Dependencia del teléfono móvil en estudiantes universitarios del área de la salud: implicaciones académicas y psicosociales

The integration of smartphones into higher education has transformed access to information, communication, and learning practices. However, problematic smartphone use raises concerns about attention, self-regulation, and professional responsibility among university students in health sciences. This article aims to critically reflect on smartphone dependence and its academic and psychosocial implications among students of Medicine, Nursing, Dentistry, and related disciplines. Through an argumentative analysis of recent scientific literature, the article examines the distinctions between frequent use, problematic use, and nomophobia, as well as their relationships with academic achievement, psychological well-being, and clinical training requirements. The concept of the formative connectivity paradox is proposed to explain the coexistence of educational benefits and potential interference associated with hyperconnectivity. Academic attentional awareness, technological self-regulation, and digital professional responsibility are also proposed as complementary competencies in health professions education. It is concluded that universities should promote context-sensitive smartphone use, balancing educational opportunities with the prevention of problematic behaviors. This perspective requires evidence-informed educational strategies and further research to evaluate their effectiveness.