Purpose
Artificial Intelligence (AI) models are becoming widespread in multiple medical specialties. However, knowledge on how to incorporate AI findings into clinical decision making is limited; clinicians working with AI tools often perform similarly to those without and worse than AI alone. Thus, there is a need to prepare healthcare students on how to use findings from AI tools in clinical practice.

Methods
The topic of AI was incorporated longitudinally into the didactic phase of the Physician Assistant curriculum through a mixture of didactics, discussions, and journal clubs. As part of a discussion on biases within clinical algorithms students are introduced to the social impact of AI algorithms. In the introduction to research course students are lectured on the basics of AI algorithms, sources of bias, and how to interpret findings from AI research reports. This is further expanded upon through journal club discussions over the next several months where students begin to integrate research findings into clinical practice. Questions submitted to facilitators and discussion of research articles were analyzed using a published set of competencies for the use of AI by healthcare professionals as a framework.

Results
One cohort of students (N=20) has completed the curriculum. Students were able to not only show basic knowledge of AI but also demonstrated more advanced competencies, such as Evidence-Based Evaluation of AI-Based Tools and the Social and Ethical Implications of AI. Investigations into how the students utilize and apply this knowledge during the clinical phase of the program are ongoing.

Conclusion
While students are excited to learn about how AI can impact clinical care, most medical science curricula lack instruction on the topic. Here we provide an effective new framework for educators to use and adapt to incorporate the subject into their program.