AI in dental education offers opportunities but safeguards needed, GDC-commissioned research finds

New research commissioned by the General Dental Council (GDC) has found that artificial intelligence (AI) could bring significant benefits to dental education, but warns that clear safeguards are needed to ensure future dental professionals develop the clinical judgement and decision-making skills required for safe practice.

The study, conducted by researchers at Queen Mary University of London, reviewed 75 studies and reports and included interviews with dental students, recent graduates, academics and GDC staff. It examined how AI is being used across the dental education journey, from admissions and training through to assessment and early professional development.

Researchers found growing evidence that AI can support learning through personalised study tools, case-based teaching and rapid feedback. Digital simulation technologies were also identified as offering educational and patient safety benefits by allowing students to practise procedures and develop skills in a controlled environment before treating patients. Early studies suggest such tools can improve learner confidence, motivation and some performance outcomes.

However, the report highlights a range of risks associated with the increasing use of AI. Researchers cautioned that some AI systems can generate responses that appear authoritative despite being inaccurate, while overreliance on such tools may hinder the development of critical thinking, clinical reasoning and professional judgement.

Particular concerns were identified in areas of dentistry that rely heavily on image interpretation, such as radiography. According to the report, AI performed less reliably in these contexts and should be used as a supporting tool rather than being relied upon alone for diagnostic decision-making.

The findings may also have implications for professional regulation and fitness to practise. The report notes that future practitioners will need to understand the limitations of AI, remain accountable for clinical decisions, and be equipped to verify the accuracy of AI-generated information. The researchers argue that maintaining independent clinical judgement will be essential as AI becomes more widely integrated into education and practice.

Among its recommendations, the report calls on education providers to establish clear rules governing acceptable and unacceptable uses of AI, require students to disclose significant AI assistance in assessed work, and ensure assessments continue to test students’ own knowledge and clinical reasoning abilities. It also recommends structured training for students and educators on evaluating AI outputs, managing uncertainty and recognising the technology’s limitations.

The researchers further recommend strengthening information governance and addressing ethical and equality issues, warning that unequal access to AI tools and varying levels of staff capability could create disparities in student attainment and readiness for practice. Ongoing monitoring of evidence, with patient safety at its core, is also urged as AI technologies continue to evolve.

The report, Understanding the Role of AI in Dental Education, forms part of the GDC’s wider work examining the impact of emerging technologies on dental education and professional practice in the UK.

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