Artificial Intelligence: Current Uses in Occupational Therapy Education

Document Type (Journals)

Original Research

Abstract

Although artificial intelligence (AI) may be an advantageous tool to enhance learning, its societal impacts are still widely unexplored. This study examined how AI is utilized in occupational therapy master’s and doctoral educational programs by faculty and students, while also investigating how such programs are preparing students to employ AI in ethical and beneficial ways. Through the lens of the Person-Environment-Occupation (PEO) Model, this paper examined relationships among occupational therapy students, faculty, their educational environments, and AI. An online survey was distributed to faculty at accredited occupational therapy programs across the United States. Questions included topics such as classroom practices, student and faculty usage, ethical concerns, and institutional policies regarding AI. A total of 47 responses were systematically reviewed and analyzed. Three overarching categories emerged: 1) Policy, Ethics, and Institutional Implementation; 2) Faculty Implementation; and 3) Student-Centered Utilization and Support. Results of this survey provided insight into how AI was being employed as a learning resource to support students' clinical reasoning and practical skills development, how faculty were preparing students to thoughtfully consider the potential role of AI in future occupational therapy practice, and how educators were incorporating AI into their teaching methods. The findings provided insight into current approaches to AI integration, as well as perceived opportunities, challenges, and implications for occupational therapy students, faculty, and other stakeholders. Although a growing body of literature has begun to examine AI in healthcare education, evidence specific to occupational therapy education, and particularly regarding the long-term impacts of AI integration, remains limited.

Biography

Dr. Breanna Chycinski, OTD, OTRL, PNAP is an associate professor and academic fieldwork coordinator for Grand Valley State University's (GVSU) Occupational Science and Therapy Department. She graduated with a master’s degree in occupational therapy from GVSU in 2004, and her post-professional doctorate in occupational therapy from Eastern Kentucky University in 2020. Her area of clinical expertise is in school-based therapy; however, she has been in academia since 2014.

Brina Crown, MOT; Meredith Murphy, MOT; and Caitlin Noble, MOT are recent graduates of Grand Valley State University's Master in Occupational Therapy program. Rebecca Tauber, MOT/S is a graduate student in Grand Valley State University’s Master in Occupational Therapy Program.

Declaration of Interest

The authors report no declarations of interest.

Recommended Citation

Chycinski, B., Tauber, R., Crown, B., Noble, C., & Murphy, M. (2026). Artificial Intelligence: Current Uses in Occupational Therapy Education. Journal of Occupational Therapy Education, 10 (4). Retrieved from https://encompass.eku.edu/jote/vol10/iss4/7