Exploring dental students' attitudes and perceptions toward artificial intelligence in dentistry in Iran.

introductionAI has the potential to enhance diagnostics, optimize treatment planning, and improve patient care. However, concerns remain regarding professional autonomy, ethical considerations, and the need for adequate training. This research aims to address the gap in understanding how Iranian dental students perceive AI in their future practice. METHODOLOGY: A cross-sectional study was conducted among 235 dental students from different academic years who were selected through stratified sampling. A validated questionnaire with a high Cronbach's alpha coefficient (0.90) was used to assess students' attitudes toward AI. Data were analyzed via descriptive statistics, with a chi-square test examining associations between demographic factors and AI perceptions.

resultsOverall, 80.4% agreed that AI would significantly advance dentistry, particularly in diagnostic applications such as radiographic analysis (75.7%) and periodontal disease detection (78.7%). However, skepticism persisted regarding AI replacing human professionals, with nearly 50% disagreeing that AI could replace dentists and with only 31.1% viewing AI as a definitive diagnostic tool. The attitudes varied by demographic factors, with female students favoring AI inclusion in education and male students exhibiting greater confidence in the diagnostic capabilities of AI. Compared with general dentistry students, specialized students were more confident in AI-assisted implant planning.

conclusionDental students hold a generally positive view of AI's role in dentistry while maintaining caution about its limitations. Integrating AI into dental curricula is essential for addressing knowledge gaps and preparing students for AI-enhanced practice. Future research should balance technological advancements with ethical considerations to ensure that AI effectively contributes to improved dental education and patient care. CLINICAL TRIAL NUMBER: Not applicable.