The Clinicians That Code briefing

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Fragmented, narrowly technical, and disconnected from the ward. Twenty-four authors from institutions in Canada, the United States, the United Kingdom and Italy, coordinated through the University of Toronto's Temerty Centre for AI Research and Education in Medicine, published a framework for AI education in medicine in npj Digital Medicine on 9 September, and their diagnosis is blunt: AI education in medicine remains "fragmented, narrowly technical, and disconnected from healthcare realities". The framework spans seven domains and 24 learning objectives, built through international collaboration across the whole training continuum, and its central lesson is that effective AI education must be "clinically grounded, ethically integrated, and implementation-aware", taught the way clinical medicine is taught rather than as a standalone computing module. The authors, spanning Mayo, Stanford, Cambridge, Cleveland Clinic and Rome's Bambino Gesu among others, also publish the tensions they hit getting there, which is rare and useful. No regulator published anything this week; this is the field's educators saying out loud what the clinical-builders movement has been proving by shipping. If you are already building, you are ahead of most curricula, and this framework is a decent map of what to backfill. npj Digital Medicine

Also in this issue: shipped this week (4), build safely (2), tools & guides (1), events (2), new in the directory (2), from us (2).

Read issue 7