Examining the Role of Artificial Intelligence in Assessment: A Comparative Study of <scp>ChatGPT</scp> and Educator‐Generated Multiple‐Choice Questions in a Dental Exam

ChatGPT-generated MCQs performed comparably to educator-created questions in terms of difficulty and discriminative power, highlighting their potential to support assessment design. However, it is important to note that a substantial portion of the initial ChatGPT-generated MCQs were excluded by the independent panel due to issues related to clarity, accuracy, or distractor quality. To avoid overreliance, particularly among faculty who may lack experience in question development or awareness of AI limitations, expert review is essential before use. Future studies should investigate AI's ability to generate complex question formats and its long-term impact on learning.