From authoring to editing: a competency framework for trainee use of ambient AI clinical documentation

Ambient artificial intelligence (AI) scribes have achieved rapid and widespread clinical adoption, with early evidence suggesting trainees derive disproportionate benefit compared to other clinician groups. Yet the outcomes measured so far - documentation time, cognitive workload, clinician burnout - speak to the value of these tools for workforce sustainability rather than for medical education. Physician practice is shifting from authoring clinical notes to editing AI-generated ones, and trainees are inheriting that shift without a defined competency for performing it. Here, we argue that reviewing AI-generated clinical documentation is a teachable competency that current curricula are not yet designed to develop, and that simulation-based education is well-suited to both teach the competency and produce the developmental evidence the clinical literature has yet to produce.