ArticleBMC medical education2026
Integrating generative AI into physiotherapy education: students' use, perceptions, and generative AI literacy following curricular adaptations: a repeated cross-sectional programme evaluation.
Article in BMC medical education, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Abstract
backgroundStructured generative artificial intelligence (GAI) training has been proposed as an effective approach to strengthen healthcare students' confidence in navigating AI-related challenges and ethical considerations. However, few studies have evaluated the impact of implemented GAI-related curricular adaptations and learning activities, particularly within physiotherapy education. This study aimed to evaluate: 1) physiotherapy students' use and perceptions of GAI in their studies during implementation of GAI-related curricular adaptations; and 2) GAI literacy in semester 1 before participation and in semester 3 after completion of structured GAI learning activities.
methodsA two-part repeated cross-sectional programme evaluation with non-equivalent, unlinked samples was conducted among physiotherapy students at Linköping University, Sweden. Students' use and perceptions of GAI were assessed after implementation of GAI-related curricular adaptations in 2024 and again in a separate survey wave in 2025. GAI literacy was evaluated using the 10-item Generative Artificial Intelligence Literacy Scale (GAILS-10) before and after the GAI learning activities delivered during semesters 1-3.
resultsReported GAI use differed significantly between 2024 and 2025 surveys, χ
conclusionPhysiotherapy students reported more frequent and diverse GAI use and more positive learning perceptions in the 2025 survey than in the 2024 survey. Semester 3 students, assessed after completing the GAI learning activities, reported higher GAI literacy than semester 1 students assessed before participation in these activities. These findings suggest a need for curricular adaptations and educational support to promote appropriate GAI use, reduce misuse, and strengthen student GAI literacy.
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