Integrating artificial intelligence into dental student assessments: Current & future status

Integrating AI into traditional forms of medical and dental education has been received optimistically, yet cautiously. Although the use of AI in healthcare student assessment is well established, its use in the assessment of dental students is in its infancy. Previous studies have indicated that dental educators are using AI for student assessment, but in a limited format. A lack of support, confidence and knowledge are common reasons for the limited use of AI. The aim of this study was to investigate the perceptions and experiences of international dental educators on integrating Artificial Intelligence into dental student assessment, to facilitate and enhance student learning.

A mixed methods study was used to analyse quantitative and qualitative data generated through a live online polling platform, Vevox ™. Data were collected, during a European dental educators' conference and results were shared with the participants in real time. A workshop setting was used to collect data relating to 3 themes in dental schools: i) the impact of AI on traditional methods of student assessment, ii) the effectiveness of AI supported assessments, iii) the impact on dental student learning. Analysis was descriptive and thematic, for quantitative and qualitative data, respectively.

152 participants actively contributed to the data. The mean age of the participants was 48.16 years (SD 11.119). Less than one-third (n = 37; 29.13%) of the participants were currently using AI in the assessment of dental students. Multiple Choice Questions (MCQs) were the most common type of assessment that used AI (n = 35, 31.25%). Only one participant (0.89%) reported using AI for reflective portfolios. Qualitative data emerged from the three themes identifying the current experiences and perceptions of dental educators.

The limited use of AI in dental student assessment clearly demonstrates that international dental educators are still at the early stages of fully integrating these technologies into routine dental education. There continues to be apprehension with incorporating AI into student assessments. Dental educators should be encouraged to adopt the new technologies, whilst recognising the need to support them to adapt to the commensurate challenges. The implementation of clear recommendations and guidance is desirable.

The assessment of dental students is a critical factor in their training and in assuring the public of the graduate's fitness to practice dentistry. The use of Artificial Intelligence in supporting the assessment process is seen as a pivotal element in ongoing learning and has the potential to increase the robustness of the assessment process, resulting in clinically more adept practitioners.