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

Abstract

BACKGROUND & OBJECTIVE: Artificial intelligence (AI) is transforming not only education but also healthcare. ChatGPT offers new opportunities for interactive learning. This study assessed the benefits, challenges, and applications of this approach 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; the 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.