From doing to being: Generative AI, workplace affordances, and professional identity.

Generative artificial intelligence (AI) is having a profound impact on medical education, and much of our discourse has adopted a technical lens to examine tool use, faculty upskilling strategies, and the risks of AI for learning. Learner socialisation, role modelling, and professional identity formation occur within the clinical learning environment and depend on the affordances provided by workplace communities of practice. There is an urgent need for our discourse to consider how AI, by relocating the uncertainty that drives much workplace learning, may affect these formative conditions and what that means for clinician development.