Date of Completion

2026

Document Type

Thesis

Degree Name

Bachelor of Science in Physical Therapy

Keywords

Physical Therapy (PT) students, Artificial intelligence (AI), academic learning

Abstract

This study explored the experiences of Physical Therapy (PT) students in using artificial intelligence (AI) for academic learning, specifically examining their patterns of use, facilitators, barriers, and perceived advantages and disadvantages. A descriptive qualitative research design employing an inductive approach was utilized. Semi-structured interview questions were developed, validated by three experts, and pilot-tested prior to data collection. Twelve participants across first to fourth year levels were purposively selected. Data were gathered through one-on-one semi-structured interviews and analyzed using thematic analysis. The findings were organized according to the study's five objectives. Regarding the first objective (describing AI utilization), themes reflected the various ways students utilized AI, highlighting its role as both an academic support tool and a learning companion that facilitates creativity and engagement. For the second objective (exploring facilitators), themes emphasized key facilitators of AI use, including its ability to alleviate academic workload, enhance learning processes, and provide accessible, user-friendly support. For the third objective (exploring perceived advantages), students reported advantages such as improved efficiency in information retrieval, assistance in understanding complex concepts, and increased engagement with learning materials. For the fourth objective (exploring barriers), themes captured limitations in AI functionality, including inaccurate or incomplete responses, lack of context-specific knowledge in PT, and the need for cautious use due to potential misinformation. For the fifth objective (exploring perceived disadvantages), students identified disadvantages such as tendencies toward dependency on AI, reduced effort in independent problem-solving, and concerns about over-reliance undermining critical thinking and clinical reasoning. These findings highlight the need for guided and ethical AI use in health professions education to support the development of independent thinking and clinical reasoning. Thus, a stoplight framework was developed to guide responsible and critical use of AI among students based on these findings.

First Advisor

Mary Angelica V. Legaspi

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