Hello
My name is Elva Lin, and I am an OTD student at Washington University in St. Louis, graduating in August 2026. I earned my BS in Applied Physiology and Kinesiology from the University of Florida. Growing up in Taipei and Shanghai, and now living in the United States, has broadened my perspective on the importance of technology in social participation and daily occupations.
Reasons for Building the AI Literacy for OTPs:
From personal experience to development of this project:
1. The Digital Divide in Healthcare
Are occupational therapy practitioners being left behind in the AI revolution?
During my Level II fieldwork rotations in 2025–2026, I read multiple AI-generated scribe notes from physicians, while no comparable AI tools were available in rehabilitation. Why is that? Not only are occupational therapy professionals often explaining who we are and what we do, but our profession also does not always have access to advanced technologies that could potentially improve patient outcomes. Are OTPs experiencing a digital divide within the healthcare system? If so, what is needed to address it?
A report by the American Medical Association (2026) stated that 81% of physicians have used AI in their clinical practice, while 92% of respondents expressed interest in receiving additional AI training. Physicians have already been using AI for documentation and other clinical applications, while therapists have only recently begun to adopt similar technologies. Therefore, the need for OT-focused education, research, development, and clinical implementation related to AI is urgent.
2. The Workforce and Documentation Challenge
Can AI Help Reduce the BurdenThat Drives Clinicians Away?
The occupational therapy workforce is expected to face a significant shortage in meeting the needs of an aging baby boomer population (Lin et al., 2015). Despite the urgent need for OTPs to serve the growing older adult population, the number of applicants to both OT and OTA programs is also declining (Bopp, 2023).
During my fieldwork rotations, I liked to ask lots of questions to prepare myself for the future. One question I frequently asked was, “What is the task you dislike doing the most as an OT?” The answer was consistent: “Documentation.” Recent research supports this experience, indicating that allied healthcare workers in outpatient settings experience challenges with current documentation practices, which can negatively affect clinical care, job satisfaction, and work-life balance (Schwartz-Dillard et al., 2024).
3. Rural OT: A Compounded Challenge
When Workforce Shortages, Documentation Burden, and Limited Resources Intersect
OTPs need to be proactive in preparing for the growing demands of patient care while also supporting the retention of occupational therapy professionals in the field. These challenges may be even more pronounced in rural communities, where OTPs face heavy documentation burdens, limited staffing, burnout, long waitlists, insufficient resources, unique rural barriers, and limited time. Together, these factors can negatively affect access to and quality of healthcare in rural communities.
Additionally, policy changes have limited access to OT services that could benefit people living with dementia (Bopp, 2023). Without greater engagement with emerging technologies, OTPs risk being excluded from a major healthcare trend focused on improving efficiency, access, and care delivery.
4. AI as an Opportunity for Occupational Therapy
Moving From AI Adoption to AI Literacy and Responsible Use
OTPs should not view AI as a threat, but rather as an emerging augmented tool that can support clinical practice, reduce administrative burden, and improve access to care. As healthcare increasingly integrates AI into documentation, drug discovery, medical imaging and diagnostics, virtual health assistants, and workflow processes (Johns Hopkins University, 2025), OTPs must be prepared to evaluate these tools critically and use them responsibly.
Without AI literacy, OTPs risk falling behind other healthcare professionals and losing opportunities to shape how AI is applied in rehabilitation, particularly for rural-dwelling individuals with dementia and their care partners. Increasing AI literacy is therefore an essential step toward maintaining professional relevance, improving client care, and addressing workforce challenges within an increasingly digital healthcare system.
This capstone project was developed under the mentorship and guidance of Dr. Ganesh Babulal, Principal Investigator of the Washington University Department of Neurology DRIVES and ARCHES Labs, and Dr. Mario Millsap from the Washington University Department of Occupational Therapy. This OTD progress was also mentored by Dr. Jessica Kersey, Principal Investigator of the Social Health and Participation Lab.
I also extend my sincere appreciation to the occupational therapy practitioners, healthcare professionals, community stakeholders, and other individuals who contributed their perspectives, feedback, and expertise throughout the development of this project. Their insights helped inform the development of an AI literacy toolkit designed to support occupational therapy practice in rural dementia care.
Acknowledgement
Generative AI tools were used during the development of this project for brainstorming, planning, and organization, as well as to assist with grammar, spelling, and language refinement. AI-generated suggestions were reviewed, edited, and evaluated by the author for accuracy, relevance, and appropriateness. The author remains responsible for the final content, interpretations, and conclusions presented.
Images were generated from Wix.com and Canva.com.