Shortly after its launch in November 2022, ChatGPT began to permeate various fields, leading Bernard Chang, HMS dean for medical education, to reflect on its implications for medical education, which he describes as a rare revolutionary moment. By 2023, studies showed ChatGPT could pass the U. S. Medical Licensing Exam, with subsequent versions outperforming medical students and physicians on certain tests. This has prompted a reevaluation of medical education, particularly how institutions prepare students for a future integrated with AI technologies. HMS is addressing this shift proactively by incorporating generative AI into its curriculum. A pioneering one-month introductory course on AI in healthcare was initiated for first-year students in the Health Sciences and Technology (HST) track to teach them about AI applications and limitations in medicine. This innovative approach prepares students, specifically those aiming to pursue dual degrees, for roles that demand proficiency in data and machine-learning skills. Additionally, HMS has launched a PhD program in AI in Medicine (AIM) to meet the demand from students interested in AI research, receiving over 400 applications for just seven spots. This program aims to bridge the skills gap expected to arise as AI evolves in healthcare. HMS has also introduced the Dean’s Innovation Awards to fund projects that integrate AI into medical education and research. Hospitals affiliated with HMS are also evolving, with initiatives like ambient documentation tools designed to allow doctors to focus more on patient interaction. As Chang notes, these technologies will enable future physicians to prioritize patient care over paperwork.

Supporters like Taralyn Tan emphasize that AI could enhance the human aspect of medicine by reducing administrative burdens. However, the implementation of AI raises concerns about potential over-reliance on technology in critical thinking and decision-making. Richard Schwartzstein cautions against compromising essential medical skills, advocating for balanced AI use, particularly in diagnosing and analyzing lab data. While AI can assist experienced physicians, reliance on it without foundational skills could be detrimental. Despite challenges, AI presents opportunities for enhancing medical education and practice. Kohane highlights the potential for AI to analyze vast data sets, improving diagnostic capabilities. Current initiatives at HMS include piloting AI tools to tailor student learning experiences based on individual knowledge gaps. There are also concerns about bias in AI training data, but researchers are exploring methods to mitigate such issues while promoting equity in education. Chang refers to HMS "tutorbots" that are designed with specific curricular constraints to maintain educational quality and integrity. As the integration of AI continues, HMS aims to equip future physicians with the necessary skills to excel in evolving healthcare environments. Graduates from the AIM program are expected to be highly sought after in both industry and academia, reflecting the growing intersection of medicine and technology. The adaptability of students trained in AI will enhance their potential for innovation and leadership in the future of healthcare.