Physician burnout persists despite sustained institutional efforts to promote clinician well-being. This perspective explores art-making as a means of reclaiming agency, identity, and meaning within medical practice. Through the act of making-bringing something into existence and recognizing oneself in it-physicians may counteract key domains of burnout, including depersonalization and diminished personal accomplishment. Although art-making cannot resolve structural drivers of burnout, it offers a parallel domain in which physicians can restore self-recognition and re-engage with the human dimensions of care.

The rapid integration of generative artificial intelligence (AI) into medical education has outpaced formal guidance, creating a "hidden curriculum" for learners. This multi-level perspective convenes a panel across the academic radiology continuum, from a pre-medical student to a radiology residency program director, to examine how AI is currently reshaping training. While trainees actively use generative AI models for clinical translation and study efficiency, limited institutional guidance exists for appropriate use, risking data bias and cognitive deskilling. This perspective advocates for an "AI-conscious" teaching approach, as opposed to prohibitive policies, embedding formal AI education in the medical training pipeline to prepare the next generation of radiologists.