AI in Education

AI is going to reshape OT education—rapidly and profoundly. The real question is: How do we harness its strengths for good? How do we protect the parts of learning that are best done without it, while also leveraging AI in areas where our profession has historically struggled?

One promising area is scenario-based learning, where AI can create realistic, dynamic situations that help learners practice clinical reasoning in a safe, supportive environment.

In this one-hour live webinar and podcast course, we’re hosting a round-table conversation featuring:

• David Foster, PhD – learning theorist and AI learning-module creator

• Sarah Lyon, OTR/L – OT educator and continuing-education provider

• Melissa Kimmerling, EdD, OTR/L – OT program director

Together, we’ll explore what’s possible in this new frontier, examine the concerns we must guard against, and—most importantly—answer your live questions about the future of AI in OT education.

1. You will recognize opportunities with AI to improve scenario based learning opportunities in OT education.

2. You will be able to identify concerns that learners and educators must guard against, when it comes to AI in education.

• Intro

• Discussion

  1. Melissa, what concerns or problematic uses of AI in education are you hearing about from faculty or students?

  2. David, could you share your background and what first sparked your interest in AI for teaching and learning?

  3. Sarah, can you walk us through the AI learning modules being developed at OT Potential and what problems they aim to solve?

  4. Where do you see AI offering the most meaningful support in OT education right now? (Melissa leads)

  5. Which parts of continuing education seem best positioned to benefit from AI? (Sarah leads)

  6. David, from a learning-science perspective, what types of skills or competencies are least appropriate for AI—and need human-centered learning?

  7. Melissa, what guardrails or policies should academic programs consider to ensure ethical and responsible AI use?

  8. Sarah, what feedback are you hearing from clinicians about AI—both excitement and hesitation—in CEU contexts?

  9. Looking ahead 3–5 years, what do each of you hope OT education will gain from AI… and what do you hope we never lose?

• Live Q&A

• Closing

• Artificial Intelligence and Occupational Therapy: From Emerging Occupation to Educational, Practice, and Policy Imperative

• Enhancing fieldwork readiness in occupational therapy students with generative AI

• Navigating the Future of OT Education: Student Insights on Integrating Course-Specific AI Chatbots

It is the policy of OT Potential to disclose any financial and non-financial interest the provider or instructor may have in a product or service mentioned during an activity. This is to ensure that the audience is made aware of any bias of the speaker.

OT Potential pays guest speakers an honorarium for their participation, either directly or to an institution of the speaker's choosing at their request. We invite guests whose expertise often comes from practices, programs, or building products in their field. Where a speaker has a financial interest in the subject of a course, we disclose it below so you can weigh it for yourself.

OT Potential's interest in this topic: OT Potential collaborated with Scalable Learning, a company one of our speakers is a partner in, on a pilot AI-based course module released in December 2025. No money was exchanged in either direction. We have no ownership stake in Scalable Learning and no current plans to continue the collaboration.

Speaker interests: David Foster is a partner at Scalable Learning, which builds and sells AI-powered learning modules to higher education institutions, including for occupational therapy programs. He has a financial interest in the adoption of the technology discussed in this course.

Melissa Kimmerling directs an occupational therapy program that does not use Scalable Learning. She has no financial interest in this topic to disclose.