Abstract
While it offers abundant advantages, ChatGPT threatens to significantly harm the educational attainment, and the intellectual life, of students of medicine and the subjects that compliment it. This technology poses a serious threat to the ability of such students to deliver safe and effective medical care once they graduate to clinical practice. Institutions that providemedical education must react to the existence, availability, and rapidly increasing competency of GPT models. This article suggests an intervention by which this could be, at least partially, achieved.
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