Generative AI in Physiotherapy Education: Opportunities, Challenges and Future Directions – A Narrative Review
DOI:
https://doi.org/10.5281/zenodo.22868284Keywords:
Generative Artificial Intelligence, Artificial Intelligence, ChatGPT, Healthcare Education, Physiotherapy Education, Medical Education. Use of AI, Limitation of GenAI.Abstract
Background: Generative Artificial Intelligence (GenAI) is becoming increasingly popular in healthcare education. Tools, notably ChatGPT, are being utilized by students and educators to support learning, find information, and improve understanding of deep and complex concepts. As the use of AI continues to grow, it is important to understand both its benefits and challenges.
Aims and objectives: This review aimed to explore the use of Generative Artificial Intelligence in healthcare education, with a focus on its applications, advantages, limitations, and future potential. A rigorous literature search was conducted using articles identified from PubMed, Google Scholar, Scopus Studies related to Artificial Intelligence and Generative AI in healthcare education were reviewed and analyzed for the purpose of this paper.
Methods: This narrative review was revised in alignment with the Scale for the Assessment of Narrative Review Articles (SANRA). The authors’ original search covered PubMed/MEDLINE, Scopus, Web of Science, and Google Scholar for English-language literature from January 2023 through June 2026. Of 816 records identified, 765 were screened and 57 were included. A targeted evidence update using SciSpace and Scite on 14 August 2026 added recent, directly relevant physiotherapy studies and current guidance. Evidence was interpreted according to study design, directness to physiotherapy education, comparator, and outcome type no meta analysis was undertaken.
Results: Physiotherapy specific evidence remains limited but expanding. The reviewed studies revealed that GenAI can support learning by helping students access information quickly, grasp complex concepts, prepare study materials, and improve clinical reasoning skills. Transfer evidence from medical education suggests potential for simulated patient encounters and structured feedback. However, concerns were also reported, including inaccurate information, hallucinations, plagiarism, privacy issues, and overreliance on AI tools, data fabrication.
Conclusions: Generative Artificial Intelligence has the potential to become a useful tool in healthcare education. While it offers many benefits for both students and educators, it should be used carefully and responsibly. Policymakers and educators need to critically analyse and set guidelines to ensure ethical use of GenAI. Further research is needed to better understand its long term impact on teaching and learning.
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