The use of generative artificial intelligence applications by undergraduate dental students
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Background
Higher education has been transformed by the rapid integration of generative artificial intelligence (GenAI) tools into academia. The objective of the present study was to examine how and for what purposes senior undergraduate dental students use GenAI tools in academic assignments.
Methods
This cross-sectional study uses data from three written assignments submitted by two consecutive cohorts of graduating fourth-year dental students at the Faculty of Dentistry at the University of British Columbia, for a total of 120 students. The assignments focused on different subjects where students had to offer their views, including community water fluoridation. When using GenAI, students were asked to disclose whether and how such tools were used, and for what purpose. Descriptive statistics (e.g., means, frequencies, and proportions) were conducted via IBM SPSS Statistics (Version 27.0).
Results
From the two cohort of students, 102 (85%) disclosed the use of GenAI tools in at least one assignment; of these, 69 (67.6%) reported using these tools in all three assignments. ChatGPT was by far the most frequently used GenAI tool, reported by 89 students (87.2%). Nine students (8.8%) did not specify which tool they had used. The majority of the students (91.2%, n = 93) reported using GenAI for proofreading or grammatical editing. About 9.8% of the students (n = 10) reported more substantive uses, such as relying on GenAI to generate in part or in full the assignment, and/or assessing the credibility of references.
Conclusions
In our study, the use of GenAI tools was highly prevalent among senior undergraduate dental students for editorial purposes. A smaller but notable proportion of students engaged in more substantive uses that may carry academic and ethical risks. There is a need for structured AI literacy training and clear, dentistry-specific guidelines to promote responsible and transparent use while safeguarding critical thinking, academic integrity, and professional judgment in dental education.
