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Artificial Intelligence Use Among Occupational Therapy Students in Academic and Fieldwork Education
Monisha Dhindsa1, Catherine Boyle1, Anne W Hunt1,2
1Department of Occupational Science and Occupational Therapy, Temerty Faculty of Medicine, University of Toronto, Toronto, ON, Canada.
Background:
Artificial intelligence (AI) use is rapidly emerging in health care and health professions education; there is limited literature to guide its use in occupational therapy (OT) education. Understanding OT students' current knowledge and usage of AI in their education programs may offer insights for curriculum development.
Purpose:
To explore how OT students in Canada are using AI to support their learning.
Methods:
An exploratory qualitative descriptive design was used. OT students (N = 12) from Master's level programs in Canada participated in semi-structured interviews. Data was analyzed using conventional content analysis.
Findings:
Two main themes emerged: (1) "I use [AI] to get the ball rolling," which describes how students used AI for course content navigation and administrative tasks to improve efficiency, organization and reduce cognitive load; (2) "It's not good or bad, it's hard to say," which reflects the tension that students experience recognizing AI's potential, but also hesitancy with concerns about its accuracy, wariness due to their self-perceived knowledge limitations, and potential for academic misconduct.
Conclusion:
OT students are integrating AI into their academic routines with hesitancy and caution, suggesting the need for AI literacy and guidance within OT their professional education.
