Integration of artificial intelligence as a self-directed learning tool in an undergraduate physiology course

This study explores the integration of artificial intelligence (AI), specifically ChatGPT, as a self-directed learning tool in an undergraduate physiology-related course within a Speech Therapy program. The aim was to introduce first-year Speech Therapy students (n = 30) to AI technologies, assess their prior knowledge and perceptions, and foster critical thinking regarding AI-generated content, with a focus on evaluating AI literacy both generally and within the context of physiology education. A preliminary survey revealed that 73.3% of students (22 out of 30) had previously used AI, while 93% expressed interest in learning about its academic applications. Students participated in a structured 2-h classroom session to understand how generative AI works, followed by a group task comparing traditional and AI-generated responses to academic questions. Notably, students engaged in a comparative analysis of their own completed work with the AI-generated version. A postintervention survey indicated that 82% of students learned new aspects of AI use, 86% found the experience helpful, and 95.5% emphasized the importance of verifying AI output with other sources. These findings reflect students' views on both general AI use and physiology-related academic tasks, suggesting that, with proper guidance, undergraduates can critically engage with AI tools and recognize their strengths and limitations. The intervention promoted self-regulated learning, digital literacy, and ethical awareness in the use of AI, laying the groundwork for broader implementation in physiology and biomedical education. Furthermore, the findings suggest that additional faculty training and institutional support could facilitate meaningful integration of AI into higher education programs.NEW & NOTEWORTHY This study is among the first to integrate ChatGPT as a self-directed learning tool in undergraduate physiology education within Speech Therapy. It demonstrates that first-year students, with minimal prior academic artificial intelligence (AI) experience, can critically engage with AI-generated content, enhancing digital literacy and ethical awareness. The research highlights the importance of guided interventions to promote critical thinking and the need for institutional support to effectively incorporate AI in health sciences curricula.