Integrating ChatGPT into Dental Education: Perceptions, Ethical Challenges, and Curriculum Development Implications

Introduction: This preliminary investigation examined how the dental community views the incorporation of ChatGPT into the dental education curriculum and research. This research seeks to investigate how participants perceive, feel about, and prefer the potential use of ChatGPT to enhance teaching, learning, and research activities in dental education. Methods: A cross-sectional questionnaire was administered to 148 participants (37 staff and 111 students). The survey gathered data on the participants’ knowledge of ChatGPT, their views on its potential educational impact, and their preferences for integrating ChatGPT into the dental curriculum. Statistical analysis was performed to evaluate differences based on demographic and academic factors. Results: The study found that 47.3% of the participants demonstrated a good understanding of ChatGPT basics, with 52.7% recognizing its limitations in terms of education and research. The majority (66%) believed that ChatGPT would significantly influence dental education within two years. Despite positive attitudes towards its potential, 80.4% of the participants emphasized the need for careful management and control of ChatGPT. Less than 40% preferred personalized feedback from ChatGPT, with many participants highlighting the necessity for additional guidance and skill development to use the tool efficiently. Conclusion: The findings suggest that ChatGPT holds considerable promise in enhancing dental education. However, apprehensions regarding excessive dependence on the tool and a potential decline in analytical thinking abilities remain. This study highlights the need for additional training and careful integration of the tool into the curriculum to maximize its benefits while minimizing risks. Expanding future research to include multiple institutions and larger sample sizes will provide a deeper understanding of the role of ChatGPT in clinical decision-making and case-based learning in dental education.