Abstract
Purpose: Artificial Intelligence (AI) is increasingly relevant in education and research, offering opportunities for personalized learning, real-time feedback, and research support. In healthcare education, AI has been shown to enhance comprehension of complex concepts and support decision-making. The integration of AI into Doctor of Physical Therapy (DPT) curricula is widely supported by therapists and identified as a strategic priority for advancing the profession. However, limited research has been published on how AI can be effectively integrated into DPT education or what the potential outcomes are of using AI. This study aimed to evaluate the impact of AI integration on students’ learning outcomes in the Evidence-Based Practice (EBP) II course at Hawai’i Pacific University, assessed students’ AI literacy and their ability to use AI for research and EBP applications, and explored the benefits and challenges of AI integration in DPT education. Method: Fifty-nine of 99 DPT students enrolled in the EBP II course completed the pre- and post-course survey through REDCap. The surveys were adapted from the Research Self-Efficacy Scale and the Meta AI Literacy Scale to best address the course objectives. Students rated their confidence on a 0 to 100 scale across 11 questions related to research skills and AI literacy. Course activities involved AI-assisted tasks like article searches, appraisals, and abstract writing. Paired t-tests and descriptive statistics were used to analyze survey results. Results: Statistically significant differences were found between pre- and post-course surveys. All individual questions indicated significant improvements in students' confidence regarding research and AI literacy (p < 0.05), with the largest mean change observed in confidence in designing and implementing optimal measurement strategies for clinical practice studies. Conclusions: Students demonstrated significant improvement in AI literacy and research self-efficacy after completing the AI-integrated EBP II course. Despite the study's single site in a hybrid accelerated DPT program, the findings indicate AI's potential to augment traditional teaching methods and suggest that intentional integration of AI tools in DPT education can effectively enhance students' confidence in both AI application and research skills. While these results are promising, further research, including multi-site and longitudinal studies, is needed to explore the broader applicability of AI to enhance the learning of EBP in DPT education.
Recommended Citation
Zhang Q, Rapport M. Purposeful Integration of Artificial Intelligence in Evidence-Based Practice Course for Doctor of Physical Therapy Students. The Internet Journal of Allied Health Sciences and Practice. 2025 Apr 15;23(2), Article 13.
