BACKGROUND: Generative artificial intelligence (GenAI) is rapidly transforming medical education. In general practice training, GenAI offers new opportunities to scaffold learning, support autonomy and enhance access to knowledge. OBJECTIVE: This article identifies use cases, learning value, risk management, necessary guardrails and a framework for the safe and effective implementation of GenAI in postgraduate general practice training. DISCUSSION: Postgraduate general practice learners differ from undergraduates in their self- directed, assessment-driven and apprenticeship- based learning. GenAI can simulate dialogic engagement, personalising feedback and supporting reflective practice. GenAI adds genuine learning value by promoting higher- order thinking, supporting self- directed learning and enhancing access, particularly in rural or remote contexts. However, risks include epistemic opacity, skill decay, bias and erosion of humanistic learning. GenAI should augment, not replace, human mentorship and relational learning. Thoughtful integration, guided by pedagogical and ethical frameworks, can support the development of competent, empathetic and future-ready general practitioners.
Jowsey et al. (2026) studied this question.