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Publication
Blended intensive program for enhancing knowledge and skills towards the use of artificial intelligence by physiotherapy students
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| 1.13 MB | Adobe PDF |
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Abstract(s)
Introduction: Blended Intensive Programs (BIP) combine short-term mobility with online collaboration in higher education. These programs enable students from Higher Education Institutions (HEI) to engage in interdisciplinary learning. This study explores the self-reported impact of a BIP focused on Artificial Intelligence (AI) and its applications in self-productivity, education, research, and clinical practice. The programme aimed to provide students with opportunities to experience how AI can improve workflow efficiency and communication, support learning, facilitate research, and contribute to clinical practice. Methodology: A consortium of nine institutions across seven countries organised a BIP from January 27 to February 21, 2025. The programme involved 15 teachers and 30 students, including two online sessions and an in-person week. The program covered the concept, history, and trends of Artificial Intelligence (AI), along with its applications in learning, research, and clinical practice. Topics include AI as a personal coach, learning assistant, creative partner, research aid, and clinical companion. The programme also addressed opportunities, challenges, and ethical considerations in physiotherapy education and practice. Student feedback on their experiences and learning outcomes was collected through an online questionnaire with a Likert scale and open-ended questions. Results: Out of 30 participants, 28 responded to the survey. The majority reported an increased understanding of Artificial Intelligence (AI) and its ethical considerations. Many found the programme beneficial in developing their knowledge and skills in applying AI to personal productivity, learning, research, and clinical practice. Topics such as AI as a personal coach, learning assistant, creative partner, research aid, and clinical companion were positively received. Regarding programme structure and support, most respondents felt well-informed about its organisation and content. Access to relevant documents was generally well-rated, and teacher support during lectures, workshops, and student presentations was viewed positively. In terms of overall quality, 23 participants rated the programme as Very Good, and 4 as Good. Additionally, 24 respondents Strongly Agreed that they would recommend the programme to other students, 3 Agreed. Conclusions: The survey data suggests that the BIP may have contributed to students’ overall understanding of Artificial Intelligence and its applications in learning, research, and clinical practice. The programme structure, combining online sessions with in-person activities, received generally positive feedback. Participants highlighted the relevance of AI in various contexts, particularly in productivity, education, and professional development. The findings indicate the potential benefits of incorporating BIPs into healthcare education to foster interdisciplinary collaboration and innovation in AI. However, the study’s limitations, including the small sample size and reliance on self-reported data, should be considered when interpreting the results. Future research could explore the long-term impact of such programmes on students’ professional paths and contributions to AI-driven initiatives. Studies with larger sample sizes and objective learning outcome assessments could provide a more comprehensive evaluation of BIPs in education and inform their further development.
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Keywords
Blended intensive programs Artificial intelligence Internationalization