IBMS publishes guidance on GenAI in education and training
The Institute of Biomedical Science (IBMS) has published two new guidance documents to support the responsible use of generative artificial intelligence (GenAI) across IBMS qualifications.
The documents are aimed at anyone who is undertaking IBMS qualifications or supporting candidates, including: training officers, mentors, tutors and verifiers/examiners. They outline the professional responsibilities associated with GenAI use in education and assessment. Whilst recognising that tools such as ChatGPT, Microsoft Copilot and Google Gemini are now widely used for study support, drafting and reflection, the guidance stresses that candidates must still demonstrate their own competence, judgement, knowledge and understanding. All work submitted must be authentic, explainable and professionally defensible.
The first document, Support and Guidance on the Use of Generative AI, is aimed at training officers, mentors, tutors and verifiers/examiners. It outlines the professional and regulatory responsibilities associated with AI use, explains acceptable and unacceptable applications of AI in learning and assessment, and highlights the importance of professional dialogue in confirming the authenticity of learners' work. It also reinforces that AI should be treated as an assistive tool rather than an authority, with learners remaining fully responsible for any work they submit.
The second document, Guidance for Learners on the Use of Generative AI, provides learners with clear expectations around academic integrity, transparency and professional responsibility. It explains how GenAI can be used appropriately to support learning, while emphasising that all submitted work must reflect the learner's own knowledge, understanding and judgement. The guidance also includes practical examples of acceptable and unacceptable use, advice on data privacy and confidentiality, and information on how AI use may be discussed as part of assessment and portfolio review.
Both documents also outlines examples of where use of GenAI is acceptable, such as helping candidates to organise ideas, improve clarity or identify areas for further reading. It also explains unacceptable uses, including generating evidence wholesale or submitting content that the learner cannot independently explain or justify. GenAI should be treated as an assistive tool rather than an authority and warns that AI-generated outputs can appear convincing while still containing inaccuracies or bias. It also reinforces the responsibilities set out within the HCPC Standards of Conduct, Performance and Ethics and the joint statement from UK health and care regulators on the use of AI in professional education.
A key theme throughout the documents are the importance of professional dialogue. Regular discussions with candidates are encouraged as a way of confirming authenticity, understanding and readiness for practice. The guidance also advises those supporting candidates to familiarise themselves with generative AI tools to better understand their capabilities and limitations.
The IBMS recognises that GenAI can support learning but must never replace it, maintaining professional standards and patient safety remains paramount.
