Artificial intelligence in rehabilitation education: An assistive tool, not a substitute for scientific judgment

Artificial intelligence (AI) has entered rehabilitation education at a pace that has outstripped the development of institutional policies, pedagogical frameworks, and faculty preparedness.Consequently, educators are witnessing two distinct trajectories.Students who use AI thoughtfully become more efficient learners by leveraging it to support literature searching, information synthesis, and academic organization.[1][2][3] In contrast, students who rely on AI uncritically risk becoming dependent on plausible but unverified outputs that they neither fully understand nor critically evaluate.[4,5] Distinguishing between these trajectories and designing educational experiences that promote responsible AI use while preventing intellectual dependence represent one of the most pressing challenges confronting health professions education.A recent experience in a graduate Prevention and Health Promotion course taught at the College of Medical Rehabilitation Sciences illustrates this distinction with unusual clarity and deserves wider attention from the rehabilitation education community.[6,7] How to cite this article: El-Gohary TM.Artificial intelligence in rehabilitation education: An assistive tool, not a substitute for scientific judgment.