ChatGPT and other large language models (LLM) present a promising avenue for enhancing medical education due to its advanced text comprehension and generation capabilities. Motivated by the skyrocketing use of ChatGPT and the lack of curricular mention or discussion on how to best utilize LLMs in medical school, this study investigates the integration of ChatGPT into medical education through a single-session workshop. Methods Fifty-nine students from the Emory School of Medicine, 80% first- and second-year medical students and 20% physician assistant students, voluntarily participated in a ChatGPT workshop—a one hour session with learning objectives to understand the framework and construction of a LLM (ChatGPT) and develop comfort in using ChatGPT within medical contexts by generating relevant responses to medical queries in simulated scenarios. Thirty minutes was allocated toward a lecture style presentation and another thirty minutes to hands-on use of ChatGPT. Surveys administered before, immediately after, and eight weeks post-workshop assessed participants' comfort with and likelihood of using ChatGPT, as well as their perceptions of its utility in their future medical careers, ranked on a Likert scale. Results ChatGPT usage rose from “never used” and “rare” usage for 76% of participants to usage at least one time per week for 82% of participants at 8 weeks post-workshop, with 23% using ChatGPT four or more days per week. Survey results revealed a significant increase in participants' comfort with using ChatGPT immediately after the workshop, with this improvement persisting at the eight-week follow-up (p<0.05). Moreover, participants reported a significantly higher likelihood of utilizing ChatGPT in their future medical practice after attending the workshop (p<0.05) with the greatest proportion of individuals, 64%, using ChatGPT for explanations of pathophysiology. Conclusion This workshop highlights the effectiveness and need of education and training in fostering understanding and utilization of AI technologies like ChatGPT. Despite initial hesitancy, participants demonstrated increased comfort and willingness to incorporate ChatGPT into their medical education and practice. The study underscores the potential of integrating ChatGPT into medical curricula to enhance learning experiences, promote interdisciplinary collaboration, and foster critical thinking skills among students. Additionally, it emphasizes the need for further research to explore the long-term impact and ethical considerations of integrating AI technologies into medical education. Overall, integrating ChatGPT into medical education holds significant implications for the future of healthcare training and practice.