Assessing the impact of ChatGPT on enhancing learning in preclinical and clinical dental education:

Tayyaba Nayab; Malik Adeel Anwar; Ammara Chaudhry; Annam Imtiaz; Gulrez Amin; Nimra Meraj

doi:10.37723/jumdc.v16i3.1033

Tayyaba Nayab Assistant Professor, Department of Oral Biology, University College of Dentistry, The University of Lahore.
Malik Adeel Anwar Assistant Professor, Department of Oral Pathology and Oral Diagnostics, University College of Dentistry, The University of Lahore.
Ammara Chaudhry Demonstrator, Department of Oral Biology, University College of Dentistry, The University of Lahore.
Annam Imtiaz Senior Registrar, Department of Orthodontics, University College of Dentistry, The University of Lahore.
Gulrez Amin Professor, Department of Biochemistry, University College of Dentistry, The University of Lahore.
Nimra Meraj House Officer, University College of Dentistry, The University of Lahore.

DOI: https://doi.org/10.37723/jumdc.v16i3.1033

Keywords: Deep Learning, ChatGPT, Dental Education, Artificial Intelligence.

Abstract

BACKGROUND & OBJECTIVE: Artificial intelligence (AI) is transforming not only education but also healthcare. ChatGPT, offers new opportunities for interactive learning. This study assessed its benefits, challenges, and applications in pre-clinical and clinical dental education.

METHODOLOGY: A cross-sectional, questionnaire-based survey was conducted among 300 undergraduate dental students (preclinical and clinical) in Lahore. A validated self-administered questionnaire assessed knowledge, perceptions, and practices. Data were analyzed using SPSS v25.0; chi-square test was applied with significance set at p ≤ 0.05.

RESULTS: Awareness of ChatGPT was high (96%). Active use as a learning tool was reported by 86%, with higher use among clinical students (95%) compared to preclinical students (76%) (p<0.001). While 94% expressed interest in integrating ChatGPT into future education, challenges included lack of formal training (49%), difficulties in usage (97%), and skepticism about its relevance to clinical dentistry (46%). Although 89% recognized its role in providing current literature, 72% reported unreliable or inadequate information regarding clinical dentistry.

CONCLUSION: ChatGPT is widely adopted as a learning adjunct among dental students, particularly in clinical years. Despite its potential to enhance communication and evidence-based learning, concerns regarding accuracy, reliability, and ethical integration remain. Careful incorporation into curricula is necessary to maximize benefits while addressing limitations.

Assessing the impact of ChatGPT on enhancing learning in preclinical and clinical dental education

ChatGPT’s role in enhancing dental education

Abstract