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Abstract
The imminent consolidation of artificial intelligence (AI) and large language models (LLMs) within the clinical setting has surpassed futuristic expectations, establishing a new operational reality that is redefining healthcare systems. However, medical education persists in a significant structural lag, remaining anchored to traditional curricular models that lack the necessary conceptual foundations to navigate this technological transition. This discrepancy creates a critical gap that urgently demands the evolution of the graduate profile toward the concept of the "augmented physician," operating under the paradigm of "hybrid intelligence." This approach does not seek to compete with computational autonomy, but rather to integrate clinical and ethical judgment with data processing power, safeguarding the practitioner from latent risks such as skill decay and automation bias derived from uncritical technological dependence. In this context, a restructuring of essential competencies is proposed, based on three irreplaceable pillars: Algorithmic and Data Literacy, indispensable for understanding functionality and detecting AI biases; Applied Ethics and Digital Humanism, which reaffirm the value of empathy and complex communication in the face of the machine; and Critical Reasoning, necessary to act as an expert auditor regarding system errors and "hallucinations." Despite barriers imposed by low faculty readiness and curricular saturation, it is concluded that future medical excellence will not reside in the encyclopedic retention of information, but in the wisdom to manage advanced tools, thus ensuring a clinical practice that is profound, safe, and fundamentally human.References
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