Artificial intelligence chatbots in endodontic education—Concepts and potential applications

Mohammad‐Rahimi, Hossein, Setzer, Frank C., Aminoshariae, Anita, Dummer, Paul Michael Howell ORCID: https://orcid.org/0000-0002-0726-7467, Duncan, Henry F. and Nosrat, Ali 2025. Artificial intelligence chatbots in endodontic education—Concepts and potential applications. International Endodontic Journal 10.1111/iej.14231 Item availability restricted.

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Abstract

AbstractThe integration of artificial intelligence (AI) into education is transforming learning across various domains, including dentistry. Endodontic education can significantly benefit from AI chatbots; however, knowledge gaps regarding their potential and limitations hinder their effective utilization. This narrative review aims to: (A) explain the core functionalities of AI chatbots, including their reliance on natural language processing (NLP), machine learning (ML), and deep learning (DL); (B) explore their applications in endodontic education for personalized learning, interactive training, and clinical decision support; (C) discuss the challenges posed by technical limitations, ethical considerations, and the potential for misinformation. The review highlights that AI chatbots provide learners with immediate access to knowledge, personalized educational experiences, and tools for developing clinical reasoning through case‐based learning. Educators benefit from streamlined curriculum development, automated assessment creation, and evidence‐based resource integration. Despite these advantages, concerns such as chatbot hallucinations, algorithmic biases, potential for plagiarism, and the spread of misinformation require careful consideration. Analysis of current research reveals limited endodontic‐specific studies, emphasizing the need for tailored chatbot solutions validated for accuracy and relevance. Successful integration will require collaborative efforts among educators, developers, and professional organizations to address challenges, ensure ethical use, and establish evaluation frameworks.

Item Type:	Article
Date Type:	Published Online
Status:	In Press
Schools:	Schools > Dentistry
Publisher:	Wiley
ISSN:	0143-2885
Date of First Compliant Deposit:	17 April 2025
Date of Acceptance:	20 March 2025
Last Modified:	17 Apr 2025 11:15
URI:	https://orca.cardiff.ac.uk/id/eprint/177633

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