AI-Driven OSCE Preparation in Medical Education: Promise, Pitfalls, and Practical Implications

AbstractA recent randomized controlled trial by Lavigne et al. demonstrates that AI-simulated patient encounters can enhance medical students' performance in Objective Structured Clinical Examinations, emotional readiness, and examination participation. This editorial explores the pedagogical promise of AI simulations, highlighting their potential to provide scalable, authentic, and feedback-rich learning experiences. At the same time, we caution against overreliance on AI, which may undermine the development of foundational knowledge and expertise. We argue that AI must be thoughtfully integrated to promote diagnostic reasoning, active learning, and educational equity. As AI becomes embedded in clinical education, the challenge is not whether to use it, but how to guide its implementation to support, rather than replace, the cognitive work involved in becoming a physician.