Leveraging artificial intelligence in therapeutic practices

The presentation

In this engaging presentation Kirsty Thomas and Dr Tania Wiseman from Swansea University shared valuable insights about AI's impact on occupational therapy practice and education. 

The presentation began with Kirsty introducing the fundamentals of artificial intelligence, highlighting its everyday applications such as virtual assistants (Siri, Alexa), social media algorithms, recommendation systems (Amazon Prime), and content generators (ChatGPT, Dall-E). She emphasised that AI is increasingly integrated into healthcare, particularly in areas like radiography where diagnostic capabilities are being transformed. 

Kirsty demonstrated Microsoft's Co-Pilot, showing how AI can help occupational therapists organise their day. By feeding the AI contextual information, it produced realistic schedules that prioritised patient care, documentation, and self-care. The AI even offered unexpected but valuable recommendations for task management and self-care strategies. Kirsty pointed out how these capabilities could benefit patients with mild cognitive needs, showing AI's practical applications in therapeutic contexts. 

The presentation highlighted significant investments in AI and technology-enabled care, with one Health Board receiving £1.2 million over two years to embed technology alongside virtual care. RCOT has included AI and technology in its workforce strategy, encouraging therapists to consider how these tools can benefit patients, families, and communities. The Welsh government is advocating for ‘safe, responsible and ethical use of AI in Health and Social Care,’ with Health Technology Wales researching the evidence-based benefits and limitations of technology-enabled care. 

Kirsty linked AI to sustainability initiatives, noting that in 2019, Wales became the first nation to declare a national climate emergency, and in March 2024, the ‘Delivering Sustainable Health Care’ position statement included using relevant resources to deliver sustainable healthcare. She urged practitioners to check the RCOT Innovation Hub for developments in AI applications for occupational therapy. 

The second part of the presentation shifted focus to AI in education, specifically in a module called ‘Technology in Health and Social Care’ at Swansea University. Kirsty explained that this ten-credit module introduced first-year students to technology in healthcare, laying foundations for evidence-based practice and examining information governance and ethical requirements. 

Dr. Tania Wiseman discussed the profound impact this module had on students, with 10% specifically mentioning the AI session as a highlight, even when competing with other engaging technologies like therapy dogs and robotic seals. She addressed the challenges AI presents for academic integrity, noting that AI tools like ChatGPT can write personal statements, evaluate research papers, and produce passable case study analyses with references - essentially performing the tasks students must complete to demonstrate competency. 

Tania emphasised the ethical dilemma this creates, as students who cheat using AI disadvantage honest peers and ultimately let down the profession and service users. She advocated for open discussions about academic integrity, transparency about assignment instructions, and reconsideration of assessment approaches. Rather than using writing fluency as a primary indicator of understanding, she suggested focusing on intrinsic motivation and assessments that genuinely develop skills. 

The presenters called for action aligned with the RCOT workforce strategy: mapping AI use, exploring its potential for client and professional benefit, and regularly reviewing and updating approaches as technology rapidly evolves. Tania concluded that managing AI ‘starts and ends with an honest conversation.’ 

During the Q&A session, the presenters provided practical advice for practitioners feeling overwhelmed by AI advancements, suggesting they stay interested and informed through continuous professional development, reading small bits of information often, and exploring how AI might already be embedded in familiar tools. 

When asked about AI's role in therapy, they described it as an ‘endless’ and ‘amazing resource’ that enables creative expression for those without artistic or writing skills, while acknowledging ethical concerns about appropriating creative work. They emphasised that AI should complement rather than replace therapeutic tools, citing examples like using virtual assistants to support older people at home between care visits. 

The presenters addressed ethical considerations thoroughly, highlighting risks to personal information and confidentiality when feeding data into AI systems. They cautioned against sharing sensitive information that could make vulnerable people identifiable, even when anonymised, as AI's pattern-recognition capabilities exceed human capacity. 

For students concerned about academic integrity, they recommended honest communication with tutors about AI use and emphasised that the purpose of assessments is to drive learning. They acknowledged that institutions are developing various approaches to detect AI-generated content but stressed that open conversations about appropriate AI use are more valuable than punitive detection methods. 

Looking to the future, the presenters expressed confidence that occupational therapy will remain a ‘safe’ profession against AI replacement due to its person-centred, relationship-based nature. While acknowledging that practice will change with technology, they affirmed that the therapeutic use of self and the nuanced human interaction at the heart of occupational therapy cannot be replicated by AI. 

Overall, this comprehensive presentation encouraged occupational therapists to embrace AI as a tool while maintaining ethical standards, critical thinking, and the human connection that defines the profession. It highlighted the need for education, open dialogue, and thoughtful integration of AI into both practice and teaching to ensure it enhances rather than diminishes the quality of care and learning.