My name is Michael Rowe. I’m an academic and researcher working on technology-enhanced learning and teaching, artificial intelligence in health, and health professions education more generally. I’m employed as an Associate Professor in Digital Innovation in the School of Health and Social Care at the University of Lincoln.

Over the past 12 months or so, I’ve been reading, thinking, and writing about generative AI and language models, and their implications for higher and professional education.

These are the other things I spend time on:

Recent articles (Google Scholar profile)

Landry, M. D., van Wijchen, J., Hellinckx, P., Rowe, M., Ahmadi, E., Coninx, K., Mercelis, S., Hansen, D., & Vissers, D. (2022). Artificial Intelligence and Data-Driven Rehabilitation: The Next Frontier in the Management of Cardiometabolic Disorders. Archives of Physical Medicine and Rehabilitation, 103(8), 1693–1695.

The question that we, as a global community of rehabilitation stakeholders must ask, is not whether we are prepared to adopt AI in our clinical decision making—rather, the question is simply when we will be ready and at what scale are we prepared to do so?

Rowe, M., Nicholls, D. A., & Shaw, J. (2021). How to replace a physiotherapist: Artificial intelligence and the redistribution of expertise. Physiotherapy Theory and Practice, 0(0), 1–9.

As AI becomes increasingly adept at performing the narrow tasks making up much of professional practice, we may soon find ourselves in scenarios where the tasks we think of as being core to practice become automated. Observation, reasoning, and a range of other aspects of practice may soon be performed more efficiently and effectively by AI-based systems. When that happens, what will become of the profession?