Fang Qiao, Reynaldi Raphael, Araminta Ardelia Shaula, Kamal Ibtesam, Saini Preshika, Afshari Fatemeh Solmaz, Tan Swee-Chian, Yuan Judy Chia-Chun, Qomariyah Nunung Nurul, Sukotjo Cortino
Clinical Assistant Professor, Department of Restorative Dentistry, College of Dentistry, University of Illinois Chicago, Chicago, Ill.
Undergraduate student, Computer Science Department, School of Computing and Creative Arts, Bina Nusantara University, Jakarta, Indonesia.
J Prosthet Dent. 2024 Apr 20. doi: 10.1016/j.prosdent.2024.03.038.
Despite their widespread use in various educational contexts, the integration of chatbots into dental clinical education has not been thoroughly investigated. The noted discrepancy signifies a lack of understanding of how chatbots could enhance the personalized and interactive learning experiences of predoctoral dental students.
The purpose of this study was to evaluate the awareness and perceptions of artificial intelligence (AI) technology, interaction experiences, and concerns about a custom-developed chatbot (CB) intervention in the clinical education of predoctoral dental students at the University of Illinois Chicago, College of Dentistry (UIC-COD) compared with the traditional Blackboard (BB) online platform.
Eligible participants (n=86) providing verbal consent were allocated via the random block method into BB (n=43) and CB (n=43) groups and asked to engage with their designated platforms for 10 to 15 minutes by focusing on clinical inquiries in a predoctoral implant clinic and supported by a list of 35 typical questions. After the interaction, participants responded on a 5-point Likert scale to a 19-item survey probing AI awareness, platform engagement, and technological concerns. Survey data were anonymized and analyzed using descriptive, inferential statistics and nonparametric Mann-Whitney U tests to compare interventions. The Bonferroni correction for multiple comparisons was performed (α=.0045).
Neither the BB or CB group showed any difference in their awareness and perception of AI technology. The CB group demonstrated improved timeliness (P<.001), more interaction (P<.001), reduced faculty workload (P=.001), enhanced receptiveness (P=.002), and less anxiety (P<.001) and was more satisfied (P<.001) when compared with the BB group. However, concerns regarding the potential for incorrect information (P=.003) were more pronounced in the CB group.
The integration of chatbot technology into dental clinical education significantly enhanced learning and student engagement, highlighting the potential for future technological enrichment of the educational landscape.
尽管聊天机器人在各种教育环境中被广泛使用，但将其整合到牙科临床教育中的情况尚未得到充分研究。上述差异表明，人们对聊天机器人如何提升牙科博士生的个性化和互动式学习体验缺乏了解。
本研究的目的是评估伊利诺伊大学芝加哥分校牙科学院（UIC-COD）的牙科博士生在临床教育中对人工智能（AI）技术的认知和看法、互动体验以及对定制开发的聊天机器人（CB）干预措施与传统的Blackboard（BB）在线平台相比的担忧。
通过随机区组法将86名提供口头同意的合格参与者分为BB组（n = 43）和CB组（n = 43），并要求他们通过专注于博士生种植牙科诊所的临床询问，在35个典型问题列表的支持下，与各自指定的平台互动10至15分钟。互动结束后，参与者以5分李克特量表对一项包含19个条目的调查问卷做出回应，该问卷旨在探究AI认知、平台参与度和技术担忧。调查数据进行了匿名处理，并使用描述性统计、推断性统计和非参数曼-惠特尼U检验进行分析，以比较不同干预措施。对多重比较进行了Bonferroni校正（α = .0045）。
BB组和CB组在对AI技术的认知和看法上均未显示出任何差异。与BB组相比，CB组在及时性（P < .001）、互动性（P < .001）、教师工作量减少（P = .001）、接受度提高（P = .002）、焦虑感降低（P < .001）方面表现更优，满意度更高（P < .001）。然而，CB组对信息错误可能性的担忧更为明显（P = .003）。
将聊天机器人技术整合到牙科临床教育中显著提高了学习效果和学生参与度，凸显了未来教育领域技术丰富化的潜力。
