{"id":1448,"date":"2026-07-24T14:36:03","date_gmt":"2026-07-24T14:36:03","guid":{"rendered":"https:\/\/facultyhub.elsevier.com\/en\/?p=1448"},"modified":"2026-07-24T14:36:03","modified_gmt":"2026-07-24T14:36:03","slug":"paul-stern-from-the-gosc-on-ai-safety-and-osteopathic-education","status":"publish","type":"post","link":"https:\/\/facultyhub.elsevier.com\/en\/paul-stern-from-the-gosc-on-ai-safety-and-osteopathic-education","title":{"rendered":"Paul Stern from the General Osteopathic Council on AI, Safety and Osteopathic Education"},"content":{"rendered":"\n

Elsevier Medical Education presents an interview with Paul Stern, Senior Research and Policy Officer (Professional Standards Team) at the General Osteopathic Council, exploring how AI can be responsibly integrated into osteopathic and wider health education \u2013 covering equitable access, digital skills, patient safety, and the regulator’s role in setting standards and enabling innovation.<\/h4>\n\n\n\n

How can inequality in access to AI tools be reduced in educational institutions? <\/h2>\n\n\n\n

That’s a very interesting question and quite a challenging thing to think about. There are three key points that I would like to make.<\/p>\n\n\n\n

AI tools should be considered a core learning resource, not a luxury<\/strong><\/h5>\n\n\n\n

The first is around AI tools being a key part of the educational process and education providers thinking of AI tools not as a luxury item, but as an essential learning resource and support tool. I like to think about this in relation to when the internet first came to be a key educational tool in the 90s and the importance of making sure that all students could access it. A similar approach to AI tools within education providers would lead to more equal access for students.<\/p>\n\n\n\n

Building AI literacy: a levelling force for inequalities<\/strong><\/h5>\n\n\n\n

The second point I would make is around helping students and educators to develop their AI skills to support a more level playing field and to reduce inequality in that respect. Students from different backgrounds often arrive in higher education with different levels of knowledge, confidence and skills reflecting differences in their educational journeys. So, it’s about making sure that the teaching and development of AI skills becomes a natural part of educational programs. Also, education providers need to invest in developing those skills among their staff, making sure that staff have the appropriate knowledge and skills to use AI tools safely and effectively and they’re able to guide students on the best way to use them in line with their own policies and any other requirements.<\/p>\n\n\n\n

The role of regulators and government in ensuring equitable AI access<\/strong><\/h5>\n\n\n\n

As for the third point, I would say there’s a role for regulators and for central government to play in terms of setting expectations. The General Osteopathic Council (GOsC)<\/a> state in our standards of education and training for osteopathic education that students need to have adequate, accessible and sufficient resources to undertake their educational program and through that, it sets an expectation that where any AI tools are expected to be used in assessment processes or for coursework, these are made available to all students. Also, regarding the role for central government, I would like to see them provide clarity through setting expectations around AI access for students, given the importance of AI literacy for future employment.<\/p>\n\n\n\n

From your perspective as a regulator, what are the key conditions that need to be in place for AI to be responsibly and effectively integrated into healthcare education?<\/h2>\n\n\n\n

From our perspective as a regulator, I’d highlight six conditions for AI to be responsibly and effectively integrated into healthcare education.<\/p>\n\n\n\n

1. Innovation within regulatory standards and graduate outcomes<\/strong><\/h5>\n\n\n\n

First of all, I think there needs to be space to allow for innovation. However, that space must sit within the existing education and training standards that we set as a regulator, as well as within our graduate outcomes so that graduates have the knowledge and skills needed to meet our Standards (the Osteopathic Practice Standards) and can practice autonomously at the point of registration.  <\/p>\n\n\n\n

2. Critical thinking: teaching students to evaluate AI outputs<\/strong><\/h5>\n\n\n\n

The second condition is around critical thinking. Students and staff need to make sure they understand that AI outputs can be inaccurate and biased. The focus needs to be on AI tools enhancing what they do, rather than relying on the AI to provide the answer. Students need the skills to be able to evaluate AI outputs rather than accepting them uncritically.<\/p>\n\n\n\n

3. Accountability among students and staff<\/strong><\/h5>\n\n\n\n

The third condition is around accountability. Students and staff need to be accountable for how they use AI, and that is really important in education. We’ve set that out in a joint statement on the use of AI in health and care professional education<\/a> that the GOsC published earlier this year with other regulators. But then also, for students, understanding that accountability and being able to continue to take that into their practice post-graduation is crucial to ensuring that they keep patients safe.<\/p>\n\n\n\n

4. Safeguards and data protection<\/strong><\/h5>\n\n\n\n

The fourth is around having the right safeguards in place. So, making sure that there’s data protection and security, and healthcare education providers will obviously set their own policies around what’s acceptable in relation to AI use and what\u2019s not acceptable. Having these types of policies in place is a way of ensuring academic integrity.<\/p>\n\n\n\n

5. Transparency and shared learning between regulators and institutions<\/strong><\/h5>\n\n\n\n

The fifth condition is about transparency. Making sure there’s an open, collaborative relationship with the institutions that we work with \u2013 one where we, and they, can share knowledge on what’s working well, what isn’t working well, and learning from each other.<\/p>\n\n\n\n

6. Why patients must have a voice in how AI is integrated into osteopathy training<\/strong><\/h5>\n\n\n\n

And the final condition is something that we’re very supportive of at the GOsC – it’s about making sure that patients and the public have a voice in how AI is integrated into the educational process. Patients really have an interest in shaping how future osteopaths are trained so it\u2019s really important that they get to play their role in this.<\/p>\n\n\n\n

\n

\"For me, building a solid foundation of digital skills isn’t really an option, it’s essential in terms of patient safety. This is because when students graduate, they’ll be using AI tools in their future practice, so it’s about making sure that they build those digital skills now so they can use AI to enhance what they do, but in a way that protects patients.\"<\/h2>\n\n\n\n

Paul Stern, Senior Research and Policy Officer (Professional Standards Team), GOsC<\/strong> | Elsevier Faculty Hub, July 2026\u00a0<\/p>\n<\/section>\n\n\n\n

What are the biggest risks of implementing AI without a solid foundation of digital skills among educators and students?<\/h2>\n\n\n\n
Why AI digital skills matter for patient safety<\/strong><\/h5>\n\n\n\n

For me, one of the biggest risks ultimately connects back to patient safety if students and educators aren\u2019t developing the digital skills they need. In particular, in relation to academic integrity, educators who don’t develop or don’t choose to engage and develop their digital skills around AI won’t understand how students may be using AI throughout their education and training. That creates potential risks with students using AI in areas where they shouldn’t and could potentially lead to them becoming registered healthcare professionals, when they shouldn\u2019t.<\/p>\n\n\n\n

Over-reliance on AI and the impact on clinical judgement<\/strong><\/h5>\n\n\n\n

There\u2019s a second risk around over-reliance and de-skilling. Without developing digital skills, students may become unable to interrogate, to understand how an AI system works, to understand where there might be biases and so on. I think there’s a potential for students to become over-reliant on AI and unable to develop the skills \u2013 and the professional and clinical judgement \u2013 that they will need to be able to demonstrate when they go on to practice as an osteopath.<\/p>\n\n\n\n

Data security and patient privacy \u00a0<\/strong><\/h5>\n\n\n\n

There’s another risk around data security and understanding how AI tools work and what might happen to the data that’s being input \u2013 is it sensitive data? Where will it be stored? As well as whether patients have been appropriately informed about what happens to their data. \u00a0<\/p>\n\n\n\n

Why consistent development of AI skills matters<\/strong><\/h5>\n\n\n\n

And the other thing that I would say here is about inequality. If there’s no investment in developing a solid foundation of digital skills amongst all students, there’s a potential that some will enter education with a good grounding in digital skills while others won’t, and that will create inequality between students. For those that use AI tools effectively, it can really help to improve the quality of their work whereas, for other students who may be equally as talented but don’t have the same level of skill, they may struggle to achieve the same consistency in the quality of their work.<\/p>\n\n\n\n

So, for me, building a solid foundation of digital skills isn’t really an option, it’s essential in terms of patient safety. This is because when students graduate, they’ll be using AI tools in their future practice, so it’s about making sure that they build those digital skills now so they can use AI to enhance what they do, but in a way that protects patients.<\/p>\n\n\n\n

What role should collaboration between institutions and the sharing of knowledge and expertise play in overcoming technological gaps and supporting good practice across the sector?<\/h2>\n\n\n\n

No single institution can navigate AI alone<\/strong><\/h5>\n\n\n\n

Collaboration is really important, especially with the small number of providers that we have within osteopathy. Given the pace at which the technology is evolving and moving, no single institution can do that alone, and the GOsC also can’t do it alone without working with institutions at the same time. Collective expertise is really important. As a regulator, we’ve got a responsibility to bring providers together to make sure that we’re all on the same page in our understanding of the risks and benefits the technology brings. We regularly meet with our education providers to discuss AI. We work with and support the Council of Osteopathic Education Institutions, the representative body for osteopathic education providers, and we\u2019re supporting them to develop a baseline understanding of how AI is being used in osteopathic education.<\/p>\n\n\n\n

We’re also running some roadshows with osteopathic education providers, covering a range of topics \u2013 one of them being around AI. It\u2019s intended to help build a shared baseline of AI literacy and confidence within these education providers and to give every participant usable knowledge and skills for their own educational environments. These roadshows are open to all academic staff, and we plan to run these across this year and into next.<\/p>\n\n\n\n

Inter-regulatory collaboration on AI<\/strong><\/h5>\n\n\n\n

So, we’re doing our part and supporting our educators as we all share knowledge and skills and work together on this. But I would just say on the collaboration side of things, it’s not just between us as a regulator and our education providers, but also at that inter-regulatory level. We work closely with other regulators of other healthcare professions, including the Professional Standards Authority, to share knowledge and skills in this area, because we\u2019re all facing similar challenges. Where possible, if we can have a consistent approach across regulators, I think that\u2019s really beneficial. Ultimately, AI is developing very, very quickly and neither the GOsC nor any institution can navigate that alone. Collaboration is really important to help us keep our knowledge up to date and make sure that we manage risks and realize the benefits of this fast-developing technology.<\/p>\n\n\n\n

From your perspective, what barriers are currently slowing down the adoption of AI in osteopathy education and practice?<\/h2>\n\n\n\n

Why AI adoption may look different in osteopathy<\/strong><\/h5>\n\n\n\n

Osteopathy is a hands-on manual therapy, and it may not lend itself to AI as naturally as some other healthcare professions. There may also be some hesitation within the profession about what AI can offer, particularly given osteopathy\u2019s strong hands-on tradition. A lack of familiarity with using AI amongst currently practicing osteopaths may also be a barrier.<\/p>\n\n\n\n

Resource barriers to building AI skills in osteopathic education<\/strong><\/h5>\n\n\n\n

In education, one barrier would be around there being a lack of resources available for building digital skills in AI. For education providers on tight budgets or if they are smaller providers, they just won’t have the resources to be able to consider AI in addition to delivering what they consider to be the core skills and knowledge needed to practice osteopathy. However, there needs to be an investment in developing baseline digital skills, which requires both time and money which can be difficult for some providers to access at the moment.<\/p>\n\n\n\n

Varying attitudes towards AI adoption in practice<\/strong><\/h5>\n\n\n\n

In terms of practice, many practitioners will be working in sole practice and may not see the need to engage with the technology, but that\u2019s fine, because there\u2019s no requirement for them to use AI. However, we know that students are using it and, as they go through to graduation and to joining our Register, more and more of them will want to use it in their practice. Some may find that attitudes towards AI vary across the profession, with not all practitioners seeing a need for it in their day-to-day practice.<\/p>\n\n\n\n

Limited support or training in AI for osteopaths<\/strong><\/h5>\n\n\n\n

Additionally, access to training resources could be a barrier. Many osteopaths don’t work in the NHS where AI is a core part of NHS reforms in delivery of the 10 Year Health Plan and, therefore, there’s a lot of support for healthcare professionals working in the NHS around AI. For osteopaths who predominantly work in the private sector in small clinics or as sole practitioners, there’s not that same expectation or that same level of support.<\/p>\n\n\n\n

Liability and its effect on AI adoption<\/strong><\/h5>\n\n\n\n

I also think a really practical barrier is around liability. There’s a worry around the risks of using AI and who’s to blame if something goes wrong, and I think that’s a real barrier that could apply to a lot of healthcare professionals deciding whether to use AI. This is something that’s also been considered by the National Commission into the Regulation of AI in Healthcare regarding liability and accountability.<\/p>\n\n\n\n

Why clear regulator expectations are essential to confident AI use in osteopathy<\/strong><\/h5>\n\n\n\n

Finally, a lack of clarity about regulator expectations can itself be a barrier to adoption. Educators and practitioners may be more hesitant to use AI if they are unsure how its use fits with professional standards, accountability, patient safety and academic integrity. To help address this, we\u2019ve worked with other regulators to issue a joint statement on the use of AI in health and care professional education. And to assist those in practice, we\u2019ve also issued interim guidance on the use of AI in osteopathic practice<\/a>. We will continue to monitor the effectiveness of the guidance and statement to ensure that they are helping to provide clarity and reduce uncertainty around the safe and responsible use of AI in osteopathic education and practice.<\/p>\n\n\n\n

\n

\"Although AI technology is evolving quickly and changing all the time, what hasn’t changed is our expectation around the behavior, knowledge, and skills of osteopaths and the professional standards that they need to uphold.\"<\/h2>\n\n\n\n

Paul Stern, Senior Research and Policy Officer (Professional Standards Team), GOsC<\/strong> | Elsevier Faculty Hub, July 2026\u00a0<\/p>\n<\/section>\n\n\n\n

How do you balance innovation in AI with your responsibility to protect patients and uphold professional standards?<\/h2>\n\n\n\n

For us, the number one priority is patient safety and making sure that AI is used in line with our standards. But, as a regulator, we want to make sure that we take a balanced approach; one that creates a space for innovation, but not where that negatively impacts patient safety.<\/p>\n\n\n\n

There are four things that the GOsC has done to try and get that balance right.<\/p>\n\n\n\n

Clear boundaries and guidance to encourage confidence with AI<\/strong><\/h5>\n\n\n\n

The first is around clarity. This is about being clear about where the boundaries lie, and that’s what we’ve done through issuing the interim guidance on the use of AI for osteopaths. It sets out how osteopaths should use AI in line with our standards to provide more certainty and, with more certainty, this allows for more confidence in terms of being innovative because osteopaths understand the space in which they’re working. \u00a0<\/p>\n\n\n\n

Anchoring AI responsibilities to professional standards<\/strong><\/h5>\n\n\n\n

The second point is around linking to our existing standards, and we\u2019ve also done that in our interim guidance. Although AI technology is evolving quickly and changing all the time, what hasn’t changed is our expectation around the behavior, knowledge, and skills of osteopaths and the professional standards that they need to uphold. So, in our guidance, we’ve linked the key areas of responsibility around AI use to our professional standards.<\/p>\n\n\n\n

Professional judgement and AI accountability<\/strong><\/h5>\n\n\n\n

The third thing I would say is around accountability and being clear about where osteopaths are responsible for the actions that they take based on the AI outputs that they receive. They need to be able to demonstrate that they exercise their professional judgement. I suppose that’s one of the key skills of all healthcare professionals \u2013 using their professional judgement and being able to justify the decisions that they’ve taken.<\/p>\n\n\n\n

How the GOsC keeps its AI guidance relevant as the technology evolves<\/strong><\/h5>\n\n\n\n

Then I would say continuous evaluation and just making sure that we are working together with key partners, we\u2019re building our knowledge base and that we are continuously evaluating, evolving and adapting the guidance that we produce to make sure that it’s useful and it supports osteopaths. For example, we’re currently thinking about and discussing how we capture a baseline understanding of if and how osteopaths are using AI. This will help us understand some of the challenges they might face so that we can improve the way that we support them in making sure that their use of AI is of benefit to patients and the profession.<\/p>\n\n\n\n

To summarize, it’s about being clear on what our expectations are in relation to our professional standards and AI use. It’s about being clear around accountability. Also, making sure that we continue to support the sector and keep what the GOsC produces up to date and relevant. This will help us to get that balance right between patient safety and innovation.<\/p>\n","protected":false},"excerpt":{"rendered":"

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