The integration of automated diagnostic imaging algorithms into clinical workflows has created a unique pedagogical challenge during residency and clinical rotations. According to guidelines on digital health education from the American Medical Association (AMA), relying heavily on algorithmic diagnostic suggestions too early can inadvertently stunt a trainee's independent diagnostic reasoning. In your clinical programs, how do you explicitly evaluate a studentโs fundamental diagnostic competence to ensure they don't over-rely on AI software before confirming clinical findings?
