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Generative Artificial Intelligence Use in United States Doctor of Physical Therapy Programs
Craig P Hensley1, Christa M Nelson1, Benjamin Price1
1Department of Physical Therapy and Human Movement Sciences, Northwestern University Feinberg School of Medicine, Chicago, IL, United States.
Importance:
Generative Artificial Intelligence (AI) in education is poised to significantly impact the field of physical therapy. Research on generative AI use in physical therapist education remains limited.
Objective:
The objective was to examine generative AI use in physical therapist education among students and faculty.
Design:
This was a cross-sectional, online survey.
Setting:
The survey was conducted among accredited Doctor of Physical Therapy (DPT) programs in the United States (US).
Participants:
Students and faculty were recruited from US DPT programs as of January 2025.
Intervention(S) Or Exposure(S):
Generative AI use within DPT programs was measured by participant self-report.
Main Outcomes And Measures:
A novel 32-item survey comprising closed- and open-ended questions assessed generative AI use, patterns and purposes of use; platforms, training and comfort levels, views on generative AI's role in physical therapist practice, student preparedness and academic integrity, adoption facilitators/barriers, and demographics. Factors associated with generative AI use were examined using multivariable logistic regression.
Results:
Among 1067 respondents (873 students, 194 faculty), 853 (79.9%) reported using generative AI, including 687 students (78.7%) and 166 faculty (85.6%). ChatGPT was the most common used platform (662 students, 96.4%; 153 faculty, 92.2%). Common reasons for use included creating study guide/sample questions (482 students, 70.2%; 74 faculty, 44.6%) and creating patient cases (370 students, 53.9%; 102 faculty, 61.5%). Barriers to use included concerns about reliability and scientific rigor (student users: 411, 59.8%; non-users: 133, 71.5%; faculty users: 90, 54.2%; non-users: 14, 50.0%) and lack of trust in the technology and/or companies behind it (student users: 287, 41.8%; non-users: 112, 60.2%; faculty users: 63, 38.0%; non-users: 13, 46.4%). Generative AI use was associated with higher self-reported comfort with the technology (students: OR = 11.6, 95% CI = 7.9-17.1; faculty: OR = 14.3, 95% CI = 5.1-40.0).
Conclusion:
Generative AI is widely used among DPT students and faculty, yet substantial variability exists in its use and formal instruction within DPT programs.
Relevance:
As its integration into health care accelerates, incorporating education on generative AI within DPT programs is crucial to ensure students are prepared to use these tools competently and responsibly.
