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In this paper, we contend with whether we still need traditional ethics education as part of healthcare professional training given the abilities of chatGPT (generative pre-trained transformer) and other large language models (LLM). We reflect on common programmatic goals to assess the current strengths and limitations of LLMs in helping to build ethics competencies among future clinicians. Through an actual case analysis, we highlight areas in which chatGPT and other LLMs are conducive to common bioethics education goals. We also comment on where such technologies remain an imperfect substitute for human-led ethics teaching and learning. Finally, we conclude that the relative strengths of chatGPT warrant its consideration as a teaching and learning tool in ethics education in ways that account for current limitations and build in flexibility as the technology evolves. [ABSTRACT FROM AUTHOR]

The article presents the discussion on ethics of artificial intelligence (AI) and machine learning (ML). Topics include critiquing the insufficiency of current ethics and regulatory solutions for adequately protecting communities at higher risk for ML bias; and debating the usefulness and applicability of the current U.S. approach to governing research with humans.

The article discusses key reforms of the Common Rule, as the most significant modification towards a single institutional review board (sIRB) system, from an organizational ethics and governance perspective. Topics include regulatory change for an existing regulation more pressing than devising a new regulation relying on existing rules, the revised rule addressing demand from stakeholders to reduce the procedural inefficiencies and delays and elements of a sIRB such as proportionate scrutiny.