This research project aimed to evaluate the integration of AI into the Evidence-Based Practice (EBP) II course for DPT students at Hawai'i Pacific University (HPU). We hypothesized that incorporating AI tools would enhance students' research self-efficacy and AI literacy. A secondary objective was to teach students how to more effectively use AI as a tool for finding and analyzing evidence related to physical therapy patient care.
Two faculty developed an 11-question survey based on the Research Self-Efficacy Scale, the AI Literacy Scale, and course objectives. The survey used a 0-100% scale to assess students' confidence in completing research activities and understanding AI. During synchronous sessions, faculty employed AI-generated questions to stimulate critical thinking. Weekly assignments included comparing AI-generated and textbook definitions, and AI-assisted article appraisals and searches, with reflections on AI-generated content. A final abstract writing project incorporated AI use with reflection. Pre- and post-course surveys were administered during the first and last synchronous sessions held 6 weeks apart. Data analysis, including t-tests and mean calculations, was performed using Excel 2405.
Fifty-nine of 99 DPT students (n=60%) enrolled in the course responded to the survey. Statistically significant differences were observed between pre- and post-class surveys (p 0.001). All individual questions showed statistically significant improvements in students' confidence in research and AI literacy (p 0.05). The largest mean change was in students' confidence in designing and implementing optimal measurement approaches for PT clinical practice studies.
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, hybrid program focus, 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 are needed to explore broader applicability of AI to enhance learning of EBP in DPT education.
This study showcases effective AI tool implementation in DPT education, specifically in teaching evidence-based practice, providing a model for future AI integration in DPT and other healthcare professional education.
Evidence Based Practice
Education
