This viewpoint reflects on how Generation Z (born between 1995 and 2009), shaped by constant digital engagement, a growing awareness of mental health, and a dopamine-driven environment, is transforming medical education and practice. We explore, from a reflective and interdisciplinary perspective, how the defining characteristics of Generation Z, such as their familiarity with technology, demand for emotional safety, and resistance to traditional hierarchies, might reshape the ways we teach, learn, and practice medicine. Drawing on neuroscience, psychology, sociology, and the medical education literature, this viewpoint emphasizes the need to move beyond knowledge transmission and foster self-regulation, critical thinking, and ethical judgment. We call for a deliberate and compassionate adaptation of medical education to cultivate the skills required for a profession increasingly practiced in a context of overstimulation and complexity.