Health professions' education (HPE) research has evolved within an academic ecosystem. This paper works to put forth that generative artificial intelligence (AI) and autonomous AI agents are exposing the underbelly of HPE. Two responses have emerged: disclosure frameworks that report AI use, and formation frameworks that assess researchers' readiness to critically examine evolving knowledge systems being reshaped by AI. The field has emphasized the former while neglecting the latter. We argue that HPE necessitates more than disclosure policies. Training should assess researcher formation, including the ability to question evidence hierarchies, peer review, technology disruptions, and publication systems, rather than relying on research outputs alone for scholarly development.
Naqvi et al. (Mon,) studied this question.