Evaluation of Dentistry Students' Perceptions and Attitudes Towards Artificial Intelligence in Kazakhstan

BackgroundThis study explored dental students’ and dentists’ perceptions and attitudes toward artificial intelligence (AI) and analyzed differences according to professional seniority.MethodsIn September to November 2022, online surveys using Google Forms were conducted at 2 dental colleges and on 2 dental websites. The questionnaire consisted of general information (8 or 10 items) and participants’ perceptions, confidence, predictions, and perceived future prospects regarding AI (17 items). A multivariate logistic regression analysis was performed on 4 questions representing perceptions and attitudes toward AI to identify highly influential factors according to position, age, sex, residence, and self-reported knowledge level about AI of respondents. Participants were reclassified into 2 subgroups based on students’ years in school and 4 subgroups based on dentists’ years of experience. The chi-square test or Fisher’s exact test was used to determine differences between dental students and dentists and between subgroups for all 17 questions.ResultsThe study included 120 dental students and 96 dentists. Participants with high level of AI knowledge were more likely to be interested in AI compared to those with moderate or low level (adjusted OR 24.345, p < 0.001). Most dental students (60.8%) and dentists (67.7%) predicted that dental AI would complement human limitations. Dental students responded that they would actively use AI in almost all cases (40.8%), while dentists responded that they would use AI only when necessary (44.8%). Dentists with 11–20 years of experience were the most likely to disagree that AI could outperform skilled dentists (50.0%), and respondents with longer careers had higher response rates regarding the need for AI education in schools.ConclusionsKnowledge level about AI emerged as the factor influencing perceptions and attitudes toward AI, with both dental students and dentists showing similar views on recognizing the potential of AI as an auxiliary tool. However, students’ and dentists’ willingness to use AI differed. Although dentists differed in their confidence in the abilities of AI, all dentists recognized the need for education on AI. AI adoption is becoming a reality in dentistry, which requires proper awareness, proper use, and comprehensive AI education.

With Artificial Intelligence (AI) profoundly affecting education, ensuring that students in health disciplines are ready to embrace AI is essential for their future workforce integration. This study aims to explore dental students' readiness to use AI, perceptions about AI in health education and healthcare, and their AI-related educational needs. A cross-sectional survey was conducted among dental students at the College of Dental Medicine, Qatar University. The survey assessed readiness for AI using the Medical Artificial Intelligence Readiness Scale (MAIRS). Students' perceptions of AI in healthcare and health education and their educational needs were also explored. A total of 94 students responded to the survey. AI readiness scores were average (3.3 ± 0.64 out of 5); while participants appeared more ready for the vision and ethics domains of MAIRS, they showed less readiness regarding cognition and ability. Participants scored average on AI perceptions (3.35 ± 0.45 out of 5), with concerns regarding AI risks and disadvantages. They expressed a high need for knowledge and skills related to AI use in healthcare (84%), AI for health-related research (81.9%), and AI in radiology and imaging procedures (79.8%). Student readiness had a significant correlation with AI perceptions and perceived level of AI knowledge. This is the first study in Qatar exploring dental students' AI readiness, perceptions, and educational needs regarding AI applications in education and healthcare. The perceived AI knowledge gaps could inform future curricular AI integration. Advancing AI skills and deepening AI comprehension can empower future dental professionals through anticipated advances in the AI-driven healthcare landscape.

AI Acceptability in Dentistry: Insights from Dental Professionals and Students in the Netherlands: A Pilot Study

BackgroundThe successful integration of artificial intelligence (AI) in healthcare depends on the global perspectives of all stakeholders. This study aims to answer the research question: What are the attitudes of medical, dental, and veterinary students towards AI in education and practice, and what are the regional differences in these perceptions?MethodsAn anonymous online survey was developed based on a literature review and expert panel discussions. The survey assessed students' AI knowledge, attitudes towards AI in healthcare, current state of AI education, and preferences for AI teaching. It consisted of 16 multiple-choice items, eight demographic queries, and one free-field comment section. Medical, dental, and veterinary students from various countries were invited to participate via faculty newsletters and courses. The survey measured technological literacy, AI knowledge, current state of AI education, preferences for AI teaching, and attitudes towards AI in healthcare using Likert scales. Data were analyzed using descriptive statistics, Mann–Whitney U-test, Kruskal–Wallis test, and Dunn-Bonferroni post hoc test.ResultsThe survey included 4313 medical, 205 dentistry, and 78 veterinary students from 192 faculties and 48 countries. Most participants were from Europe (51.1%), followed by North/South America (23.3%) and Asia (21.3%). Students reported positive attitudes towards AI in healthcare (median: 4, IQR: 3–4) and a desire for more AI teaching (median: 4, IQR: 4–5). However, they had limited AI knowledge (median: 2, IQR: 2–2), lack of AI courses (76.3%), and felt unprepared to use AI in their careers (median: 2, IQR: 1–3). Subgroup analyses revealed significant differences between the Global North and South (r = 0.025 to 0.185, all P < .001) and across continents (r = 0.301 to 0.531, all P < .001), with generally small effect sizes.ConclusionsThis large-scale international survey highlights medical, dental, and veterinary students' positive perceptions of AI in healthcare, their strong desire for AI education, and the current lack of AI teaching in medical curricula worldwide. The study identifies a need for integrating AI education into medical curricula, considering regional differences in perceptions and educational needs.Trial registrationNot applicable (no clinical trial).

BackgroundThe growing use of artificial intelligence (AI) in healthcare necessitates understanding the perspectives of future practitioners. This study investigated the perceptions of German-speaking medical and dental students regarding the role of artificial intelligence (AI) in their future practices.MethodsA 28-item survey adapted from the AI in Healthcare Education Questionnaire (AIHEQ) and the Medical Student’s Attitude Toward AI in Medicine (MSATAIM) scale was administered to students in Austria, Germany, and Switzerland from April to July 2023. Participants were recruited through targeted advertisements on Facebook and Instagram and were required to be proficient in German and enrolled in medical or dental programs. The data analysis included descriptive statistics, correlations, t tests, and thematic analysis of the open-ended responses.ResultsOf the 409 valid responses (mean age = 23.13 years), only 18.2% of the participants reported receiving formal training in AI. Significant positive correlations were found between self-reported tech-savviness and AI familiarity (r = 0.67) and between confidence in finding reliable AI information and positive attitudes toward AI (r = 0.72). While no significant difference in AI familiarity was found between medical and dental students, dental students exhibited slightly more positive attitudes toward the integration of AI into their future practices.ConclusionThis study underscores the need for comprehensive AI education in medical and dental curricula to address knowledge gaps and prepare future healthcare professionals for the ethical and effective integration of AI in practice.

This study investigated Korean dental hygiene students' perceptions and attitudes toward artificial intelligence (AI) and aimed to identify needs for education to strengthen professional competencies. A 24-question online survey was conducted to the dental hygiene students from four Korean schools in 2021. The questionnaire included seven questions on basic characteristics and 17 AI-related questions on the student's attitudes toward AI, the confidence in AI, predictions about AI, and its future prospects. Responses were analyzed according to the frequencies and correlations between the participants' subjective level of knowledge about AI and questions using chi-square test. Invitations were sent out to 1310 students and 800 (61.1%) participated. Note that 44.2% of participants were interested in AI, and 93.1% accessed AI-related information through the internet. Participants expressed lower confidence in AI's diagnosis (14.8%) and judgment (8.1%) than in those of humans, and 21.9% believed AI would replace their job. The proportions of participants with positive perceptions of the usefulness and the potential for improvement of AI in dentistry were 65.5% and 55.4%, respectively. Participants from schools who had existing AI knowledge expressed higher demands for AI-related content as compared to those who did not (p < 0.05). Although dental hygiene students expressed low level of confidence in AI, they were interested in AI and had positive views of its application and potential for improvement. However, the fact they had little AI-related information from dental hygiene curriculum strongly suggests the need for AI-related lectures in schools to prepare for the future.

Exploring knowledge gaps: A mixed-method cross-sectional study on Indian dental students’ perspectives and ethical awareness on artificial intelligence in dentistry

Artificial Intelligence (AI) is a burning topic and use of AI in our day-to-day life has increased exponentially. The purpose of this study was to evaluate the attitudes and perceptions of Turkish dental students towards AI and to provide information about their opinions to use of AI in dentistry. A 22-question survey was distributed through Google Forms to all dental students at 9 Turkish dental schools in March 2019. It consisted of various sections aiming to evaluate the dental students' knowledge and attitudes toward AI and possible applications in dentistry. Respondents' anonymity was ensured. A total of 1103 students (650 female, 453 male; mean age was 21.36 ± 1.93 years) responded to the questionnaire for a 21.69% response rate. Of these, about 48.40% had basic knowledge about AI technologies and 10.6% stated that they had no information sources about AI. 85.70% agreed that dentistry would be revolutionized by AI but 28.60% did not agree that AI could replace themselves in the near future. In addition, 74.60% and 79.80% of agreed on topics about AI to be included in undergraduate and postgraduate dental education, respectively. Although participants have insufficient knowledge of AI, they are willing to improve their knowledge in this field. Participants shared an optimistic views and thought that AI will have a positive impact on dental future practice. Follow-up surveys and multinational studies should be conducted to further explore these issues.

A profound understanding of dental students' use of artificial intelligence (AI) applications and their perceptions is essential for promoting responsible adoption and guiding integration into dental education.AimThis study evaluated dental students' perceptions, usage patterns, and trust in ChatGPT, Snapchat's My AI, and the Metaverse as educational tools.Materials and methodsA cross-sectional online survey was administered to undergraduate dental students at RAK College of Dental Sciences, United Arab Emirates, between February and May 2024. The questionnaire comprised 29 questions organized into five sections. The questions were formulated as multiple-choice questions. Descriptive statistics were calculated. Pearson's chi-square tests with post-hoc adjusted standardized residuals (ASRs) and Bonferroni corrections examined categorical associations. Ordinal logistic regression assessed predictors of AI awareness, and paired-samples t-tests with Cohen's d compared trust in ChatGPT vs. Snapchat AI.ResultsThe response rate was 57%, of which 70% were females. Self-rated awareness of AI increased across academic years, with fifth-year students rating their awareness score as 4 ± 0.9 out of 5, compared to 3 ± 1.4 in the first year. Ordinal regression showed no significant effects of year, gender, or their interaction (p > 0.19). ChatGPT was the most used tool (81.5%), followed by grammar correction tools (75%) and Snapchat AI (74.4%), while Metaverse use was limited (28.6%). Chi-square analyses confirmed significantly greater use of ChatGPT, Grammarly, and Snapchat AI compared with Metaverse (p < 0.001). Fourth-year students most often used AI for academic or clinical purposes (41.7%). Educational potential was endorsed by 78% of students, while privacy and data security were the predominant concerns (78%). Compared with Snapchat AI, ChatGPT was significantly more often used for education, preferred for quick responses, and more frequently associated with positive beliefs about future learning. Paired-samples t-tests demonstrated consistently higher trust in ChatGPT across all academic years, with moderate-to-large effect sizes (Cohen's d = 0.67–0.91; p < 0.01).ConclusionsDental students reported widespread adoption and higher trust in ChatGPT compared to other AI tools. While recognizing its educational potential, concerns about accuracy and privacy underscore the need for integrating AI literacy and evidence-based evaluation into dental curricula.

Artificial intelligence (AI) is rapidly reshaping various aspects of human life, including healthcare. In the Western world, AI is increasingly applied in education and clinical practice through algorithms designed to analyze health data, aid in prediction, and assist with disease diagnosis. However, developing countries like India face obstacles in adopting AI due to limited resources and socio-cultural factors. This study seeks to assess and compare the knowledge, attitudes, and practices related to AI in dentistry among undergraduate and postgraduate students in South India. A descriptive cross-sectional online survey was conducted among dental students in South India. The survey included 21 validated, structured, close-ended questions addressing demographic details, self-assessment of knowledge, attitudes toward AI applications in dentistry, and self-perceived understanding of AI practice in the field. Of 208 respondents (81.8% response rate), 95.6% were familiar with the term AI. Postgraduates demonstrated significantly greater awareness of AI applications (90.9%) compared to undergraduates (25.8%). About 78.3% of undergraduates believed AI supports diagnosis and treatment planning, while 33.4% of undergraduates and 43.2% of postgraduates expressed concern that AI may replace dentists in the future. Most respondents acknowledged AI's role in oral radiology (UG: 79.1%; PG: 72.2%). Interest in future learning was high (UG: 82.5%; PG: 92.2%). Level of education was a significant predictor of knowledge (p<0.01), while male students showed more positive attitudes (p<0.01). First-year postgraduates reported better AI-related practices than other groups (p<0.01). Although most dental students lacked sufficient knowledge regarding the use of AI in dentistry, they displayed positive and encouraging attitudes toward its application. A large proportion expressed willingness to learn AI technologies to apply them in clinical practice. It is therefore recommended that universities and government bodies work together to integrate AI related topics into the dental curriculum to strengthen dental education in India.

Objective The increasing prevalence of artificial intelligence (AI) technologies in the field of healthcare brings forth diverse applications. This study explores the perceptions of undergraduate medical and dental students regarding AI, their current educational opportunities related to AI, and their preferences for the delivery medium of AI curriculum in Bangladeshi medical and dental students. Methods A survey consisting of 32 questions was distributed to undergraduate medical and dental students from January to June 2023 across different medical and dental schools in Bangladesh. Questions were scored on a Likert scale from 1 (strongly disagree) to 5 (strongly agree), and descriptive analyses were applied to analyze data. Descriptive statistics were applied to the data. Results A total of 729 responses were collected from students across medical and dental schools, with a mean respondent age of 22.54 years. The majority of respondents agreed that AI applications would be commonly used in medicine in the future (94%) and that their use would improve medical practice (84%). Additionally, 73% recognized the necessity of using and understanding AI during their careers, and 67% supported the formal integration of AI education into medical curricula. However, 85% reported a lack of conventional AI-related educational opportunities, and 74% perceived current learning opportunities as inadequate. Conclusion The study highlights a significant gap in AI-related educational opportunities for medical and dental students in Bangladesh, emphasizing the need to integrate AI training into conventional medical curricula to prepare future practitioners for its clinical applications.

Artificial intelligence (AI) is the process by which it is possible to program computers to mimic human thoughts. AI and its subsets machine learning and deep learning have been developed to analyze complicated data gathered from many sources using algorithms built into decision support systems. It has been widely used in the field of dentistry. The study aimed to evaluate the knowledge, attitude, and practice (KAP) of AI among dental students and dentists. The present study is a descriptive cross-sectional online survey that was carried out among dentists and dental students in South India. A self-structured, close-ended questionnaire that was administered that consisted of 25 questions was included. The questions were circulated through Google Forms (Google LLC,Mountain View, California, United States), and it was circulated among the study participants through online mode. The data were collected systematically, and SPSS Statistics version 22.0 (IBM Corp. Released 2013. IBM SPSS Statistics for Windows, Version 22.0. Armonk, NY: IBM Corp.) was used for data analysis. One thousand (595 dental surgeons and 405 dental students) participated in the study through Google Forms. Among these, 700 (70%) were females and 300 (30%) were males. In the study group, 635 (63.5%) were aware of AI, and 365 (36.5%) were not aware (p-value 0.000). Among the 21 questions used to assess the KAP, 14 questions were significant with a p-value less than 0.05. More than 60% agreed that the dental curriculum has to be updated with AI. About 269 (26.9%) agreed that AI will replace the role of dentists in the future. There were no significant results in comparing dental surgeons and dental students. The present study showed that the KAP among dental surgeons and dental students was the same. They believe that the dental curriculum has to be updated with AI. This study shows that there is a lack of knowledge about deep learning models and websites used for AI among dentists. Thus, it is necessary to include evidence-based teaching and training about the application of AI in dental practice to improve the future of dentistry.

Artificial Intelligence (AI) support is expected to increase accuracy and improve treatment plans in dentistry. Nevertheless, AI's ability to promote better oral health care is underexplored. This scoping review explores the influence of AI in supporting dental professionals with caries detection and decision-making regarding interventions. Primary articles indexed on PubMed, Web of Science, Embase, Scopus, and Cochrane Library were searched until August 2025. Studies reporting the differences between participants' caries diagnosis process and decision-making with and without AI were included. Studies only reporting algorithm accuracy, in vitro studies, or studies without an outcome related to caries detection with AI support were excluded. No time and language limits were imposed. Outcomes regarding the influence of AI on the diagnostics process and decision-making were retrieved and narratively summarised. Thirteen publications were included. Number of participants ranged from 3 to 74, comprising dentists with varying experience and expertise, and dental students. Results showed that AI enhances sensitivity, though its impact on specificity varies (10 studies). AI can promote unnecessary interventions for early-stage caries lesions (1 study). AI increased assessment time in two out of three cases (3 studies). AI's cost-effectiveness is uncertain, as greater sensitivity did not lead to better economic outcomes (1 study). AI has the potential to improve diagnostics and influence treatment choices, but current evidence is limited and inconsistent regarding its impact on specificity, decision quality, and cost-effectiveness. Longitudinal studies in clinical settings with long-term follow-ups are needed to understand AI's impact on decision-making.

Background: Artificial intelligence (AI) is transforming healthcare by improving diagnostic accuracy and clinical workflows; however, there remains a significant knowledge gap regarding AI awareness, perception, and practical application among healthcare professionals and medical students in Pakistan, which may hinder optimal adoption. Objective: This study aimed to assess the awareness, perception, and application of AI among healthcare professionals and medical students in Pakistan, identify perceived barriers to adoption, and inform educational and policy strategies for AI integration. Methods: A cross-sectional online survey was conducted among healthcare professionals and medical and dental students (n = 384) from diverse institutions in Pakistan. Inclusion criteria comprised registered healthcare workers and currently enrolled students residing in Pakistan, while those unwilling to consent or not completing the survey were excluded. Data was collected using a validated, pretested self-administered questionnaire addressing AI awareness, perceptions, and application. The primary outcome was the proportion of participants familiar with and using AI; secondary outcomes included perceived barriers and support for AI curriculum integration. Ethical approval was obtained from the relevant institutional review board, and the study adhered to the Declaration of Helsinki. Data were analyzed using descriptive statistics in SPSS v25. Results: Half of the respondents reported prior AI exposure, with 20.8% rating their AI knowledge as excellent or good. A majority (86%) believed AI could improve diagnostic accuracy, while 36.5% expressed concern about job displacement. Only 52.1% had used AI-based tools, and key barriers included insufficient training (18.2%), infrastructural limitations (26%), and lack of awareness (20.8%). Most participants (57.3%) supported integrating AI training into the national curriculum. Conclusion: Moderate AI awareness and positive attitudes exist among Pakistani healthcare professionals and students, but substantial gaps in training and infrastructure remain. Addressing these barriers through targeted education and investment will be crucial for the effective and ethical integration of AI into clinical practice.

Background: Artificial Intelligence (AI) for generative purposes, specifically ChatGPT, has been gradually shaping dental education by supplementing learning, smoothing research, and improving diagnostic insights. Meanwhile, the extent of AI assimilation and knowledge, the benefits perceived, and the ethical concerns among educational stakeholders in dentistry still require thorough review. This study aims to evaluate the perceptions and attitudes of dental practitioners and students toward AI tools in dental education. Methods: This study employed a structured, pre-validated questionnaire comprising 37 closed- and open-ended questions, administered to 384 respondents across several dental institutions. The survey assessed demographic data, AI awareness, perception of its utility, experience in implementation, ethics, and practical issues. Descriptive data are summarised to identify critical trends and inform inferential interpretations. Results: Most respondents (66.5%) had used AI tools in dental education, with 65.2% moderately familiar. Over 73% of respondents supported formal AI training programs, with ChatGPT primarily used for literature reviews (59%), exam preparation (34%), and case simulations (22%). While 88.6% found AI useful, only 28.6% fully trusted it for clinical decisions. Concerns included reduced hands-on training (11.7%), over-reliance (10.2%), and ethical issues (7%). Despite this, 76.9% were likely to recommend AI tools. Conclusion: AI tools like ChatGPT are rapidly entering dental education, offering potential to enhance learning and research. However, ethical, pedagogical, and clinical boundaries remain unclear. The survey highlights the urgent need for institutional AI policies, formal training, and evidence-based guidelines. Further studies should assess the long-term impact of AI on clinical competence and cognitive development in dentistry. Keywords: Artificial Intelligence (AI), Dental Education, ChatGPT, Critical Thinking, Clinical Training, Educational Technology, Digital Dentistry, AI Literacy, Self-directed Learning, Dental Curriculum