Dental education providers should set clear rules on how students use artificial intelligence (AI), according to a report commissioned by the General Dental Council (GDC), which warns that the technology poses risks to the development of students’ clinical reasoning and professional judgement.
The report, Understanding the Role of AI in Dental Education, was produced by researchers at Queen Mary University of London, who reviewed 75 studies and reports and interviewed dental students, recent graduates, academics and GDC staff.
It found that AI tools are already being used or piloted across dental education, from admissions to clinical training and assessment.
According to the report, early evidence suggests AI can support personalised learning, case-based teaching and rapid feedback, with some studies reporting improvements in student confidence, motivation and performance.
Digital simulation tools can also allow students to practise clinical procedures and receive feedback without exposing patients to unnecessary risks.
However, the researchers warn that AI systems can generate convincing but inaccurate information, while excessive reliance on the technology could undermine students’ critical thinking and problem-solving skills.
The report found that AI performed least reliably in areas requiring image interpretation, such as dental radiographs, with the researchers suggesting the technology can be used as a supporting tool rather than relied on alone for diagnosis.
The report calls for dental education providers to establish clear policies defining acceptable and unacceptable uses of AI in learning and assessment.
According to its recommendations, students should be required to disclose significant use of AI in submitted work, while assessments should be designed to test their independent knowledge and clinical reasoning.
In addition, the report calls for structured training for students and educators to help them assess AI-generated information, recognise its limitations and remain accountable for decisions.
It also highlights ethical and data protection concerns, along with unequal access to AI tools, warning that differences in access and staff expertise could widen educational inequalities and affect graduates’ readiness for practice.
The GDC said it would consider the report’s recommendations, including a proposed framework for AI in dental education, as part of its work on education standards and quality assurance.
The regulator also highlighted that it had signed a joint statement with the Professional Standards Authority and other health and social care regulators in September, committing to the development of common principles for regulating AI use in the UK.
Dental Protection recently urged the GDC to provide greater clarity on dental professionals’ responsibilities when using AI.