I don't ask my students to avoid AI tools — I ask them to understand them well enough to use them with integrity.
That starts with knowing what these tools are actually good at (summarizing, drafting, brainstorming) and where they consistently fall short (citing real sources, nuanced clinical judgment, ethical reasoning).
We spend real class time comparing an AI-generated summary of a study to the original abstract, line by line. It's a fast way to build healthy skepticism without cynicism.