A British Medical Journal editorial warns that overreliance on generative artificial intelligence (AI) may undermine future doctors’ critical thinking skills while reinforcing existing biases. Authors from the University of Missouri emphasize the need for medical educators to revise curricula to address these concerns. They highlight risks such as automation bias, deskilling, and cognitive offloading, which can compromise critical thinking and memory retention essential for medical professionals. The editorial calls for critical skills assessments that exclude AI, focusing on in-person examinations to emphasize communication and professional judgment. Additionally, training in data literacy and AI evaluation is increasingly necessary. The article also urges regulators and educational associations to develop and update guidelines on AI’s role in medical education. Recent studies reveal that AI tools may inadequately represent symptoms in women and minorities, prompting significant ethical and regulatory challenges within the healthcare system. AI usage is expanding, particularly in areas like medical imaging.
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