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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.
BMC Medical Education
|April 24, 2025
Summary
Physiotherapy students see Generative Artificial Intelligence (GAI) as a valuable tool for learning and clinical reasoning, but stress the need for critical use and organizational support to navigate its challenges and maximize benefits in education and future healthcare careers.
Area of Science:
- Health Professions Education
- Artificial Intelligence in Healthcare
- Digital Learning Tools
Background:
- Generative Artificial Intelligence (GAI) is transforming education, necessitating an understanding of student experiences in health professional programs.
- Exploring physiotherapy students' perspectives on GAI is crucial for developing AI literacy and adapting educational strategies.
- The study addresses the integration of GAI into physiotherapy curricula and its implications for future healthcare professionals.
Purpose of the Study:
- To investigate physiotherapy students' experiences with Generative Artificial Intelligence (GAI) in their educational journey.
- To explore students' perceptions of GAI's potential benefits and challenges in learning and clinical reasoning.
- To understand the implications of GAI for the future physiotherapy profession and healthcare delivery.
Main Methods:
- A qualitative descriptive design was employed, utilizing focus groups with physiotherapy students.
- Data was collected from 15 students across three year groups at Linköping University, Sweden, using semi-structured interviews.
- Inductive content analysis was performed to interpret the focus group discussions.
Main Results:
- Students perceive GAI as a tool for learning, clinical reasoning, and problem-solving, offering inspiration and assimilation of content.
- GAI is viewed as time-saving and a virtual study partner, though concerns exist regarding learning quality and permitted usage.
- Students anticipate future GAI models to be more reliable, enhance healthcare delivery, but also acknowledge risks like profit motives and knowledge gaps.
Conclusions:
- Physiotherapy students recognize GAI's potential in education and clinical practice but highlight concerns about learning quality and the necessity of a critical approach.
- Organizational support for permitted GAI use is essential for effectively integrating this technology into physiotherapy education.
- Addressing challenges and fostering critical engagement with GAI are vital for harnessing its benefits in physiotherapy education and practice, potentially improving healthcare documentation and decision-making.
