Cultivating Uniquely Human Capacities in Students of the Health Professions to Foster Human-centered Health Care in the Age of Automation

As global health systems undergo rapid digital transformation through artificial intelligence (AI) and automation, health professions education must pivot to intentionally cultivate uniquely human capacities (UHCs). While technology enhances diagnostic accuracy, it cannot replicate core human work such as empathy, narrative competence, moral judgment, and metacognition. These capacities are vital for navigating moral uncertainty, building patient trust, and mitigating automation bias – a cognitive risk where clinicians over-rely on algorithmic outputs or overlook “AI hallucinations.” Research indicates that student empathy often declines during medical training due to systemic pressures and hidden curricula. To address this, the article advocates for a longitudinal curriculum centered on experiential learning, utilising methods such as standardized patient encounters, reflective writing, and simulations. Furthermore, AI literacy must be integrated with ethics to help students interpret statistical probabilities within individual social contexts. Assessment requires a shift toward programmatic evaluation, using portfolios and multisource feedback to measure complex professional identities. Ultimately, fostering these UHCs ensures that future practitioners provide person-centered care that harmonises biomedical evidence with human values, ensuring health care remains human-led in an increasingly automated age.