IADR Abstract Archives
Assessing the Use of AI Chatbots in Dental Anatomy Education
Objectives: The aim of this research was to explore how AI chatbots can be used to aid teaching and learning in dental anatomy. The end goal was to establish guidelines on how to utilise them to achieve the best learning outcomes.
Methods: The AI2ed initiated led the protocol for carrying out this research. This was a university-wide initiative where a student was paired with two academics to undertake a comparative study. The student was to complete a task once, using books, published papers and lecture notes. They would then complete the same task utilising ChatGPT by inputting relevant prompts to it. The two essays were then compared for accuracy and detail by the select team. The student then assessed their experience of using the AI, looking at ease of use, relevance in learning and inclusivity of the program. The staff also gave feedback on the insights gained through this project.
Results: ChatGPT gave personalised responses according to the prompts given by the students. This made the task engaging for the students as they had to think critically of the information given, also having to alter the prompt several times to get the best response.
Students reported improved knowledge after gaining information through the AI, that wasn’t explored in their personal essay.
The students expressed a keen interest in integrating ChatGPT into their studies as a complementary learning tool. They found that ChatGPT gave them a starting point for their own work, making it more manageable to complete their tasks.
The ChatGPT essays were structured making them easy to read and understand therefore accessible to students with slight learning or reading difficulties.
Conclusions: The recent developments in AI have made it easier than ever to get immediate answers to your queries. With this being the main focus of technological advancements, there is promise regarding integration of this technology to transform dental anatomy education.
However, as of now, its use is limited as there’s no guarantee of accuracy with the answers it provides. Maximum benefit may be gained if the use of AI chatbots is combined with independent research.
Finally, to establish academic integrity alongside readily available AI programs, academics, education institutions and AI developers must work together to arrive at guidelines surrounding their use.
Methods: The AI2ed initiated led the protocol for carrying out this research. This was a university-wide initiative where a student was paired with two academics to undertake a comparative study. The student was to complete a task once, using books, published papers and lecture notes. They would then complete the same task utilising ChatGPT by inputting relevant prompts to it. The two essays were then compared for accuracy and detail by the select team. The student then assessed their experience of using the AI, looking at ease of use, relevance in learning and inclusivity of the program. The staff also gave feedback on the insights gained through this project.
Results: ChatGPT gave personalised responses according to the prompts given by the students. This made the task engaging for the students as they had to think critically of the information given, also having to alter the prompt several times to get the best response.
Students reported improved knowledge after gaining information through the AI, that wasn’t explored in their personal essay.
The students expressed a keen interest in integrating ChatGPT into their studies as a complementary learning tool. They found that ChatGPT gave them a starting point for their own work, making it more manageable to complete their tasks.
The ChatGPT essays were structured making them easy to read and understand therefore accessible to students with slight learning or reading difficulties.
Conclusions: The recent developments in AI have made it easier than ever to get immediate answers to your queries. With this being the main focus of technological advancements, there is promise regarding integration of this technology to transform dental anatomy education.
However, as of now, its use is limited as there’s no guarantee of accuracy with the answers it provides. Maximum benefit may be gained if the use of AI chatbots is combined with independent research.
Finally, to establish academic integrity alongside readily available AI programs, academics, education institutions and AI developers must work together to arrive at guidelines surrounding their use.