{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,11,6]],"date-time":"2026-11-06T20:44:19Z","timestamp":1793997859796,"version":"4.8.0"},"reference-count":37,"publisher":"SAGE Publications","license":[{"start":{"date-parts":[[2025,9,1]],"date-time":"2025-09-01T00:00:00Z","timestamp":1756684800000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0\/"},{"start":{"date-parts":[[2025,9,1]],"date-time":"2025-09-01T00:00:00Z","timestamp":1756684800000},"content-version":"tdm","delay-in-days":0,"URL":"https:\/\/journals.sagepub.com\/page\/policies\/text-and-data-mining-license"}],"funder":[{"name":"Faculty of Medicine and Health Sciences, Link\u00f6ping University"}],"content-domain":{"domain":["journals.sagepub.com"],"crossmark-restriction":true},"short-container-title":["Journal of Medical Education and Curricular Development"],"published-print":{"date-parts":[[2025,9]]},"abstract":"<jats:sec>\n                    <jats:title>Objective<\/jats:title>\n                    <jats:p>The rapid emergence of generative artificial intelligence (GAI) in higher education necessitates redesign of learning activities and assessments to uphold academic integrity and foster AI literacy. This article presents a structured approach to developing educational strategies that mitigate GAI misuse while enhancing students\u2019 understanding of GAI, with a focus on collaborative faculty engagement and curricular adaptation in physiotherapy education.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Methods<\/jats:title>\n                    <jats:p>Using the Quality Implementation Framework (QIF), we conducted a comprehensive review of all courses within a Swedish physiotherapy program employing a problem-based learning (PBL) model. Faculty-wide, time-bound development initiatives were implemented, including targeted AI literacy training. A student survey was conducted to assess GAI usage patterns and perceptions.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Results<\/jats:title>\n                    <jats:p>Assessment formats were adapted to emphasize clinical reasoning and critical thinking, reducing opportunities for GAI misuse. Standardized guidelines on acceptable GAI use were integrated across all courses. The survey results 2 months after implementation indicated diverse usage patterns: 13% of students reported daily use of GAI, while 24% had never used it. Additionally, 42% felt adequately informed about GAI. Faculty AI literacy and confidence improved through structured group work and feedback, supporting the integration of AI-related tasks into the curriculum.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Conclusions<\/jats:title>\n                    <jats:p>The systematic approach using QIF and PBL, expert support, faculty champions, problem-solving strategies, and feedback, enabled meaningful curricular changes within 4 months. The variability in student GAI use underscores the need for equitable AI literacy education. This approach not only reduced the risk of GAI misuse but also enhanced faculty preparedness, offering a scalable model for other health sciences programs.<\/jats:p>\n                  <\/jats:sec>","DOI":"10.1177\/23821205251378794","type":"journal-article","created":{"date-parts":[[2025,9,16]],"date-time":"2025-09-16T16:33:22Z","timestamp":1758040402000},"update-policy":"https:\/\/doi.org\/10.1177\/sage-journals-update-policy","source":"Crossref","is-referenced-by-count":7,"title":["Structured Development of Learning and Assessment Tasks to Prevent Generative AI Misuse and Enhance AI Literacy in the Faculty in Physiotherapy Education"],"prefix":"10.1177","volume":"12","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-1498-0498","authenticated-orcid":false,"given":"Yvonne","family":"Lindb\u00e4ck","sequence":"first","affiliation":[{"name":"Unit of Physiotherapy, Department of Health, Medicine and Caring Sciences, Link\u00f6ping University, Link\u00f6ping, Sweden"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0009-0008-8689-8582","authenticated-orcid":false,"given":"Karin","family":"Valeskog","sequence":"additional","affiliation":[{"name":"Unit of Physiotherapy, Department of Health, Medicine and Caring Sciences, Link\u00f6ping University, Link\u00f6ping, Sweden"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-5673-9133","authenticated-orcid":false,"given":"Karin","family":"Schr\u00f6der","sequence":"additional","affiliation":[{"name":"Unit of Physiotherapy, Department of Health, Medicine and Caring Sciences, Link\u00f6ping University, Link\u00f6ping, Sweden"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0001-8670-5666","authenticated-orcid":false,"given":"Sofi","family":"Sonesson","sequence":"additional","affiliation":[{"name":"Unit of Physiotherapy, Department of Health, Medicine and Caring Sciences, Link\u00f6ping University, Link\u00f6ping, Sweden"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"179","published-online":{"date-parts":[[2025,9,16]]},"reference":[{"key":"e_1_3_3_2_2","volume-title":"What is AI Literacy? 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