LAUSR

Considering the increasing subspecialization of medical providers, including that of neurologists, Drs. Moeller and Salas provide a refreshing perspective on the educators and scholars as medical subspecialists. There is a unique skill possessed by these individuals, which requires tutelage and time, not to mention recognition by departmental leadership if these roles are to be appreciated and sustainable. In their narrative review on the future of clinician scholars and educators, the authors delineate these evolving roles and, more specifically, how current and future stakeholders can support individuals with this unique skill set. Dr. Das highlights the uncertain but likely significant impact of artificial intelligence in future neuromedical education. The fact that ChatGPT (as an example) emerged between the acceptance and publication of the article by Moeller and Salas—and that ChatGPT has captured the attention of clinical medicine, research, and other disciplines—is a testament of how difficult it may be to predict the future of medical education. The authors acknowledge that artificial intelligence platforms such as ChatGPT will play a role in medical education; however, the influence of these and other technologies will require filtering and application by educators, scholars, and other investigators to understand their impact. Nonetheless, these technologies are likely to drive the movement toward personalized educational experiences while providing new avenues to advance our neurologic knowledge.