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Enhancing Dental Students' History-Taking Skills With a Generative Artificial Intelligence Chatbot.

Aidan Or¹, Smitha Sukumar¹, Andrew Ma¹

¹Sydney Dental School, Faculty of Medicine and Health, University of Sydney, Sydney, Australia.

Journal of Dental Education

|June 11, 2025

Summary

Dental students improved their skills using an AI chatbot for virtual patient (VP) history-taking practice. This tool offers valuable supplementary training, enhancing competence despite being less engaging than in-person methods.

Keywords:

Cogniti dental education generative AI chatbot history taking patient interview

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Area of Science:

Dental Education
Artificial Intelligence in Healthcare
Medical Simulation

Background:

Accurate patient history-taking is vital for dental diagnosis and treatment planning.
Pre-clinical dental education often lacks sufficient time for students to practice history-taking skills.
Generative AI offers potential solutions for enhancing practical skill development in dentistry.

Purpose of the Study:

To evaluate dental student motivations and enjoyment when using a generative AI chatbot for practicing history-taking skills.
To assess the perceived competence and engagement of students using a virtual patient (VP) chatbot compared to traditional methods.
To explore student support for integrating AI chatbots into the dental curriculum.

Main Methods:

First- and second-year Doctor of Dental Medicine students participated in a trial of a generative AI (GPT-4 based) virtual patient (VP) chatbot in 2024.
Students completed surveys to assess their expectations, motivations, and feedback on the AI chatbot experience.
The study compared student experiences with the AI chatbot to traditional in-person learning methods.

Main Results:

A total of 31 students participated, reporting a significant improvement in perceived competence after using the AI chatbot.
Second-year students derived more value from the chatbot than first-year students.
While students felt the chatbot increased participation and practice opportunities, it was perceived as less interesting than in-person teaching; however, overall support for its integration was high.

Conclusions:

Educational chatbots can effectively serve as virtual patients for practicing essential history-taking skills in dentistry.
The AI chatbot is a beneficial supplementary resource for pre-clinical dental students, addressing limitations in current practice opportunities.
Integration of AI chatbots can enhance dental education by providing accessible and repeatable skill-building experiences.