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Abstract

Purpose: Accurate palpation skills and three-dimensional anatomical understanding are foundational outcomes of entry-level physical therapist education; however, novice learners often struggle to translate static anatomical knowledge into applied palpation experiences. Ultrasound imaging (USI) offers real-time visualization of living anatomy, and artificial intelligence (AI)-enhanced features may further support novice learners by scaffolding anatomical orientation. The purpose of this study was to examine first-semester Doctor of Physical Therapy (DPT) learners’ perceptions of AI-enhanced USI integration related to anatomical understanding, palpation self-efficacy, engagement, and perceived relevance to future practice.

Method: A single-group convergent mixed-methods study was conducted with 60 first-semester DPT learners in a required anatomy and movement sciences course at one institution. The study did not include a control or comparison group. Data were collected using a post-course electronic survey. Primary outcomes included self-reported learner perceptions measured with 5-point Likert-scale items and retrospective pre–post self-ratings of palpation confidence. Quantitative data were analyzed using descriptive and nonparametric statistical methods, and qualitative responses were analyzed using reflexive thematic analysis and integrated through a joint display.

Results: Learners strongly endorsed AI-enhanced USI as a useful adjunct for visualizing anatomical relationships, identifying structures during palpation, increasing engagement, and connecting course content to future physical therapist practice. At the conclusion of the course learners retrospectively rated their palpation confidence before and after the course, reporting a significant increase, Wilcoxon signed-rank test, Z = −6.581, p < .001. Learners who more strongly endorsed USI’s contribution to palpation confidence also tended to report higher post-course palpation confidence, Spearman’s ρ = 0.30, p = .019. Qualitative themes contextualized these findings and included enhanced three-dimensional visualization, increased confidence through visual reference, engagement and motivation, relevance to future practice, and early challenges interpreting ultrasound images.

Conclusion: In this single-group, self-report study, first-semester DPT learners perceived AI-enhanced USI as a valuable instructional adjunct within a multimodal anatomy and palpation course. Findings suggest that AI-enhanced USI may serve as a visual scaffold for early anatomy-palpation integration; however, the absence of a comparison group and reliance on subjective outcomes preclude causal conclusions. Future research should examine objective performance outcomes, comparison cohorts, and longitudinal retention of palpation skills

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