Purpose
Although AI scribe tools are becoming more common in clinical settings, preclinical medical learners often have no formal exposure to them. At our institution, physician assistant (PA) students and recent graduates expressed curiosity and uncertainty about AI scribes, highlighting a growing gap between evolving clinical practice and preclinical education. This abstract describes a pilot curriculum designed to address that gap.

Methods
We designed and implemented a three-part, scaffolded intervention within the first-year PA curriculum. The intervention began with a 10-minute asynchronous module introducing how AI scribes work, their potential benefits and limitations, and ethical considerations. Next, students engaged in a scripted peer role-play using a free web-based AI scribe tool to explore documentation logistics, edit AI-generated notes, and receive faculty feedback. Finally, students applied their skills in a standardized patient encounter, using the AI scribe in real time, submitting an edited note, and incorporating verbal patient consent and attestation statements in alignment with ethical use practices. The curriculum required no new faculty, funding, or infrastructure.

Results
All 89 students completed the activity and obtained verbal consent during the SP encounter; most included attestation language in their notes. Student confidence in using AI scribes was moderately high (mean = 3.84/5). Technical issues were minimal and did not interfere with session goals. Student reflections emphasized the value of experiential learning and raised early awareness of ethical and professional responsibilities related to AI-assisted documentation.

Conclusion
This pilot suggests that a brief, experiential curriculum can effectively introduce AI scribes into preclinical education with minimal resources. Our approach may serve as a model for other programs seeking to responsibly integrate emerging technologies into foundational health professions training.