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The GenAI Learning Partner: An Evolving Framework for Personalized and Reflective Artificial Intelligence Use in
Amanda C Jozkowski1, Angela R Tabak
1Dep. of Occupational Therapy and Occupational Science, Towson University, 8000 York Road, Towson, MD 21252, USA. ajozkowski@towson.edu.
Journal of Allied Health
|June 5, 2026
Summary
Generative artificial intelligence (genAI) integration in health professions education can enhance student learning and ethical reasoning. A "GenAI Learning Partner" model improved confidence and strategic use among graduate students.
Area of Science:
- Health Professions Education
- Educational Technology
- Occupational Science
Background:
- Limited integration of generative artificial intelligence (genAI) in health professions education.
- Current focus on institutional risks rather than student learning benefits.
- Need for models supporting deeper learning, ethical reasoning, and personalization.
Purpose of the Study:
- To present a theory-informed model for using genAI to scaffold student engagement and professional growth.
- To implement and evaluate a
- GenAI Learning Partner
- intervention in graduate occupational therapy education.
Main Methods:
- Utilized personalized learning theory and constructivist pedagogy.
- Developed
- GenAI Learning Partners
- with prompt templates and instructional framing.
- Employed multi-method data collection: surveys, reflections, and instructor observations.
Main Results:
- Increased student confidence in using genAI for complex content exploration and personalized support.
- Enhanced ethical understanding and a shift towards strategic genAI utilization.
- Positive impact on genAI literacy and perceived relevance to practice.
Conclusions:
- The
- GenAI Learning Partner
- model is a replicable approach for integrating genAI in health professions education.
- Supports student development in pedagogy, digital literacy, and responsible technology use.
- Contributes to occupational science and educational technology scholarship.
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