Artificial intelligence, ChatGPT, and dental education: Implications for reflective assignments and qualitative research-Reference-Cited by-同舟云学术

Artificial intelligence, ChatGPT, and dental education: Implications for reflective assignments and qualitative research

Published:2024-07-07 Issue: Volume: Page:
ISSN:0022-0337
Container-title:Journal of Dental Education
language:en
Short-container-title:Journal of Dental Education

Author:

Brondani Mario¹^ORCID,Alves Claudia²^ORCID,Ribeiro Cecilia²^ORCID,Braga Mariana M³^ORCID,Garcia Renata C Mathes⁴^ORCID,Ardenghi Thiago⁵^ORCID,Pattanaporn Komkham⁶

Affiliation:

1. Faculty of Dentistry, Department of Oral Health Sciences University of British Columbia Vancouver Canada

2. Faculty of Dentistry, Department of Dentistry II Federal University of Maranhão Sao Luis‐Maranhao Brazil

3. Faculty of Dentistry Department of Pediatric Dentistry, University of São Paulo Sao Paulo Brazil

4. Faculty of Dentistry Prosthodontic and Periodontic Department University of Campinas Sao Paulo Brazil

5. Faculty of Dentistry, Department of Pediatric Dentistry and Epidemiology School of Dentistry, Federal University of Santa Maria Santa Maria Brazil

6. Faculty of Dentistry Mae Fah Luang University Chiang Rai Thailand

Abstract

AbstractIntroductionReflections enable students to gain additional value from a given experience. The use of Chat Generative Pre‐training Transformer (ChatGPT, OpenAI Incorporated) has gained momentum, but its impact on dental education is understudied.ObjectivesTo assess whether or not university instructors can differentiate reflections generated by ChatGPT from those generated by students, and to assess whether or not the content of a thematic analysis generated by ChatGPT differs from that generated by qualitative researchers on the same reflections.MethodsHardcopies of 20 reflections (10 generated by undergraduate dental students and 10 generated by ChatGPT) were distributed to three instructors who had at least 5 years of teaching experience. Instructors were asked to assign either ‘ChatGPT’ or ‘student’ to each reflection. Ten of these reflections (five generated by undergraduate dental students and five generated by ChatGPT) were randomly selected and distributed to two qualitative researchers who were asked to perform a brief thematic analysis with codes and themes. The same ten reflections were also thematically analyzed by ChatGPT.ResultsThe three instructors correctly determined whether the reflections were student or ChatGPT generated 85% of the time. Most disagreements (40%) happened with the reflections generated by ChatGPT, as the instructors thought to be generated by students. The thematic analyses did not differ substantially when comparing the codes and themes produced by the two researchers with those generated by ChatGPT.ConclusionsInstructors could differentiate between reflections generated by ChatGPT or by students most of the time. The overall content of a thematic analysis generated by the artificial intelligence program ChatGPT did not differ from that generated by qualitative researchers. Overall, the promising applications of ChatGPT will likely generate a paradigm shift in (dental) health education, research, and practice.

Publisher

Wiley

Link

https://onlinelibrary.wiley.com/doi/pdf/10.1002/jdd.13663

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