From artificial to authentic: a narrative review of generative artificial intelligence’s potential to enhance evidence-informed practice in first-year physical therapy students

Abstract Introduction The rise of generative artificial intelligence (GenAI), such as ChatGPT, has rapidly transformed higher education by introducing new opportunities and challenges to teaching, learning, and research. In physical therapy (PT) education, GenAI is prompting educators to consider its integration to enhance research skills, learning efficiency, and readiness for future technological changes, despite a spectrum of acceptance and persistent concerns regarding best practices and preservation of critical thinking. Objective This narrative review synthesizes recent literature (2020–2025) on GenAI integration within Doctor of Physical Therapy (DPT) curricula, focusing on AI literacy, ethical considerations, and implementation strategies. Method A comprehensive literature search was conducted across databases including Academic Search Complete, CINAHL Complete, MEDLINE Complete (EBSCO), ProQuest, and supplemented by AI-powered search engines (Perplexity-Pro, Elicit, Consensus). Fifteen total studies were included in this narrative review (five narrative or review-based articles, three cross sectional studies, two qualitative studies, one randomized controlled trial, case report, pre-post survey, educational/descriptive study, and mixed-methods study. Peer-reviewed studies included if they addressed AI literacy and comfort, ethical issues, or attitudes toward GenAI in PT education and practice. Results Fifteen studies were selected for review, highlighting that while licensed physical therapists, faculty, and students increasingly encounter GenAI, barriers such as low baseline AI literacy, lack of standardized guidelines, and concerns about ethics, privacy, and bias persist. Evidence suggests that direct hands-on exposure to GenAI tools, tiered usage models, and well-defined policies can significantly improve digital literacy, research self-efficacy and acceptance. However, challenges remain; particularly in assuring ethical, equitable, and human-centered integration amid rapid technological shifts and evolving workforce roles. Conclusion Purposeful, scaffolded integration of GenAI into DPT curricula, guided by transparent policies and ethical frameworks, can enhance research and practice readiness while safeguarding critical thinking and patient-centered care. Ongoing educator development, clear guidelines, and adaptive multi-institutional strategies are vital to fully realize GenAI’s potential and bridge gaps in AI literacy before the advent of future technologies such as artificial general intelligence (AGI).