Research Square · Sep 16, 2026

Ten recommendations for the use of generative artificial intelligence into epidemiology teaching: Results from an expert workshop

By Bartz A, Glaser N, Bayer O et al.

Generative artificial intelligence (GenAI) is rapidly reshaping higher education and research. For epidemiology teaching, this creates a dual challenge: students must learn how to use GenAI critically and effectively, while continuing to develop their reasoning, quantitative, and critical appraisal skills that underpin epidemiological competence. Without thoughtful integration, GenAI may contribute to deskilling among instructors and “never-skilling” among students, while raising important questions around transparency, data protection, ownership, human oversight, and accountability. Building on two years of activities within the joint working group “Teaching in Epidemiology” of three German scientific societies, a three-day expert co-creation workshop was convened in March 2026. Epidemiologists, students, and GenAI experts developed 10 evidence-informed recommendations for epidemiology instructors, which were subsequently refined using feedback from additional students and instructors. Our recommendations for instructors are organized into three domains: governance and good practice, competencies and assessment, and feedback and evidence. They address the need for clear institutional policies, transparent disclosure and human verification of GenAI use, continuing educator development, integration of GenAI literacy into epidemiology curricula, preservation of core epidemiological and scientific competencies, and appropriate assessment strategies. They also emphasize regular student feedback and the need to generate and share evidence on this emerging topic. The recommendations provide practical guidance, including concrete examples and experiences from fellow instructors, to support responsible GenAI integration in epidemiology teaching. While developed in a European context, many of the underlying principles are broadly applicable and can serve as a useful starting point for instructors worldwide.

doi.org/10.21203/rs.3.rs-10974790/v1 Open access Industry & policy