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Generative artificial intelligence in physiotherapy education: great potential amidst challenges- a qualitative
Yvonne Lindbäck1, Karin Schröder2, Torkel Engström2
1Unit of Physiotherapy, Department of Health, Medicine and Caring Sciences, Linköping University, Linköping, Sweden. yvonne.lindback@liu.se.
Background:
Generative Artificial Intelligence (GAI) has significantly impacted education at all levels, including health professional education. Understanding students' experiences is essential to enhancing AI literacy, adapting education to GAI, and implementing GAI technology. Therefore, the aim was to explore physiotherapy students' experiences of and thoughts on GAI in their education, and its potential implications for their future careers in healthcare.
Methods:
Qualitative descriptive design. Focus groups were conducted, using a semi-structured interview guide, at the Physiotherapy program at Linköping University, Sweden, from March to April 2024. The 15 students were organized into three focus groups, one for each education year. The data was analyzed using inductive content analysis.
Results:
An overarching theme "GAI-Great potential if navigating the challenges" emerged from three categories: 1) "Areas of GAI use in the learning process": Students viewed GAI as a tool for introduction and inspiration, assimilating course content and enhancing clinical reasoning and problem-solving; 2) "Optimizing GAI use in education": Students found GAI to be timesaving, tailored, and as a virtual study partner and teacher. They discussed the pros and cons of learning, concerns on permitted GAI usage, the need for a critical approach, and how individual experiences and interests influenced their interactions with GAI; 3) "Future with GAI in education and profession": Students believed future GAI would be more reliable, use subject-specific GAI models and enhance health care delivery, but also pose risks related to profit motives and knowledge gaps.
Conclusion:
Physiotherapy students found GAI beneficial for learning and clinical reasoning but expressed concerns about its impact on learning quality. They emphasized the importance of a critical approach when using GAI and the need for organizational support, including supporting permitted GAI use. Students believed that future advanced GAI models could provide accurate and reliable educational tools and healthcare tools supporting documentation and evidence-based decision-making. However, potential risks include business profit motives and knowledge gaps. Navigating these challenges is essential to fully leveraging GAI's benefits in education and physiotherapy practice. Therefore, fostering a critical approach and ensuring robust organizational support is crucial for maximizing the positive impact of GAI in physiotherapy.
