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Health professions education faces a fundamental challenge: graduates are simultaneously overwhelmed with information yet under-prepared for complex practice environments. This essay introduces a theoretically grounded framework for integrating AI into health professions education that shifts focus from assessing outputs to supporting learning processes. Drawing on social constructivism, critical pedagogy, complexity theory, and connectivism, six principles emerge — dialogic knowledge construction, critical consciousness, adaptive expertise, contextual authenticity, metacognitive development, and networked knowledge building — to guide AI integration in ways that prepare professionals for the complexity and uncertainty of contemporary healthcare practice.