The article "Artificial Intelligence and Healthcare Simulation: The Shifting Landscape of Medical Education" by Allan Hamilton explores the transformative impact of artificial intelligence (AI) on medical education and healthcare simulation (HCS). AI is revolutionizing HCS by integrating with computer technology, enabling rapid scalability and practical testing of new applications. This integration ensures that graduates from various healthcare professional schools acquire AI literacy. AI has proven useful in developing interprofessional education and team and leadership skills assessments. Outcome-driven medical simulation has been extensively used to train students in image-centric disciplines such as radiology, ultrasound, echocardiography, and pathology. AI-driven diagnostic decision support systems (DDSS) under simulated conditions improve diagnostic accuracy, communication with patients, and triage decisions, leading to better outcomes from rapid response teams. However, issues such as bias, hallucinations, and the uncertainty of emergent properties may undermine trust in AI systems. Ensuring AI literacy in healthcare professional curricula places burdens on simulation assets and faculty to adapt to a rapidly changing technological landscape. The introduction of AI emphasizes the need for virtual reality platforms, enhancing self-directed learning and personalized evaluations. Despite these advancements, caution is needed regarding the security and privacy of healthcare practitioners, medical students, and patients. The article also discusses the current status of medical simulation, the role of AI in clinical skills and patient care, and the integration of AI in procedural, task, and surgical training. It highlights the benefits of AI-driven virtual patients (VPs), virtual instructors (VIs), and intelligent instructional tutoring systems (IITS). The article concludes by emphasizing the importance of integrating AI into medical education curricula to ensure students and trainees acquire AI literacy and fluency.The article "Artificial Intelligence and Healthcare Simulation: The Shifting Landscape of Medical Education" by Allan Hamilton explores the transformative impact of artificial intelligence (AI) on medical education and healthcare simulation (HCS). AI is revolutionizing HCS by integrating with computer technology, enabling rapid scalability and practical testing of new applications. This integration ensures that graduates from various healthcare professional schools acquire AI literacy. AI has proven useful in developing interprofessional education and team and leadership skills assessments. Outcome-driven medical simulation has been extensively used to train students in image-centric disciplines such as radiology, ultrasound, echocardiography, and pathology. AI-driven diagnostic decision support systems (DDSS) under simulated conditions improve diagnostic accuracy, communication with patients, and triage decisions, leading to better outcomes from rapid response teams. However, issues such as bias, hallucinations, and the uncertainty of emergent properties may undermine trust in AI systems. Ensuring AI literacy in healthcare professional curricula places burdens on simulation assets and faculty to adapt to a rapidly changing technological landscape. The introduction of AI emphasizes the need for virtual reality platforms, enhancing self-directed learning and personalized evaluations. Despite these advancements, caution is needed regarding the security and privacy of healthcare practitioners, medical students, and patients. The article also discusses the current status of medical simulation, the role of AI in clinical skills and patient care, and the integration of AI in procedural, task, and surgical training. It highlights the benefits of AI-driven virtual patients (VPs), virtual instructors (VIs), and intelligent instructional tutoring systems (IITS). The article concludes by emphasizing the importance of integrating AI into medical education curricula to ensure students and trainees acquire AI literacy and fluency.