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Open Access
CC BY 4.0 · Eur J Dent
DOI: 10.1055/s-0045-1808254
Original Article

Comparing ChatGPT and Dental Students' Performance in an Introduction to Dental Anatomy Examination: A Cross-Sectional Study

Autoren

  • Rizwan Ullah

    1   Department of Oral Biology, Sindh Institute of Oral Health Sciences, Jinnah Sindh Medical University, Karachi, Pakistan

  • Muhammad Saad Shaikh 

    1   Department of Oral Biology, Sindh Institute of Oral Health Sciences, Jinnah Sindh Medical University, Karachi, Pakistan

  • Nazish Shahani

    1   Department of Oral Biology, Sindh Institute of Oral Health Sciences, Jinnah Sindh Medical University, Karachi, Pakistan

  • Mohid Abrar Lone

    2   Department of Oral Pathology, Sindh Institute of Oral Health Sciences, Jinnah Sindh Medical University, Karachi, Pakistan

  • Muhammad Amber Fareed 

    3   Clinical Sciences Department, College of Dentistry, Ajman University, Ajman, United Arab Emirates
    4   Centre of Medical and Bio-allied Health Sciences Research, Ajman University, Ajman, United Arab Emirates

  • Muhammad Sohail Zafar 

    3   Clinical Sciences Department, College of Dentistry, Ajman University, Ajman, United Arab Emirates
    4   Centre of Medical and Bio-allied Health Sciences Research, Ajman University, Ajman, United Arab Emirates
    5   School of Dentistry, University of Jordan, Amman, Jordan

Funding None.
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Abstract

Objectives

This article compares the knowledge and interpretation ability of Chat Generative Pre-Trained Transformer (ChatGPT), with undergraduate dental students by administering a dental anatomy multiple-choice question-based examination.

Materials and Methods

This analytical cross-sectional study determined ChatGPT's justification for each response to evaluate its suitability as an e-learning tool. The frequency and percentage of students and ChatGPT were calculated to obtain the correct answers for a multiple-choice examination.

Statistical Analysis

The data analysis was performed through Statistical Package for Social Sciences (SPSS) by IBM (Version 20) and Microsoft Excel by Microsoft Corporation. The frequency and percentage of students and the ChatGPT were calculated for the correct answers. The p-value of the Shapiro–Wilk test was 0.001, therefore, the Kolmogorov test was applied to check the hypothesis for the distribution of the average ChatGPT explanation score given by the experts.

Results

The results revealed that students performed better in the introductory dental anatomy examination. The average score of students was 74.28%, while that of ChatGPT was 60%. A good agreement was observed between the experts regarding the grading of the explanation.

Conclusion

ChatGPT possesses a foundational understanding of basic dental anatomy, sufficient to achieve a passing grade on an undergraduate examination, its performance exhibits limitations in accuracy and reliability, therefore, it cannot be recommended as a sole learning resource.

Keywords

dental anatomy - artificial intelligence - dental education - ChatGPT - tooth morphology

Consent for Publication

None.


Data Availability Statement

The data sets used and/or analyzed during the current study are available from the corresponding author on reasonable request.


Authors' Contributions

Conceptualization: R.U. and M.S.S. Writing – original draft: R.U. and M.S.S. Data curation, methodology, and writing – original draft: M.S.S., M.A.L., and N.S. Writing – review and editing: M.A.F. and M.S.Z. Supervision: M.S.Z.


Supplementary Material



Publikationsverlauf

Artikel online veröffentlicht:
13. Mai 2025

© 2025. The Author(s). This is an open access article published by Thieme under the terms of the Creative Commons Attribution License, permitting unrestricted use, distribution, and reproduction so long as the original work is properly cited. (https://creativecommons.org/licenses/by/4.0/)

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