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Abstract

Background and Purpose: Artificial intelligence generated chatbots (AIGC) present new possibilities for physical therapist education, especially for self-directed learning and skill development. Their impact on Doctor of Physical Therapy (DPT) students’ communication and interviewing skills is still underexplored. This case report evaluates DPT students’ experiences and perceptions of AIGC in a case-based classroom activity. Case Description: Participants were first-year entry-level DPT students (n=64) enrolled in a 9-week critical thinking course. They practiced history taking and interview skills with seven patient cases using AIGC and completed a post-activity survey (n=59).

Outcomes: A total of 93.2% found AIGC relevant for learning patient history, and over 80% reported improved engagement and skill development. The system was described as easy to use by 89.8% of students. Qualitative analysis highlighted positive experiences, but noted inconsistent responses, technical issues, and a need for improved realism.

Conclusion: AIGC was perceived as an engaging and useful educational tool for introductory physical therapy training. Student feedback identified both strengths and implementation challenges, emphasizing the need for ongoing refinement. Integration of AIGC has the potential to enhance skill-building and prepare students for clinical practice, provided technical reliability and pedagogical value are maintained.

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