Akademik Veri Yönetim Sistemi
BMC Medical Education, cilt.26, sa.1, 2026 (SCI-Expanded, SSCI, Scopus)
Background: Applications of artificial intelligence (AI) in medicine and dentistry have been increasing in recent years. Understanding the educational readiness, learning needs, and perceptions of AI among dental students and professionals is essential for curriculum development. This study aimed to evaluate the level of knowledge, sources of information, attitudes, and educational preparedness regarding AI among dental students’ and dentists. Methods: A cross-sectional, anonymous online survey was conducted among 501 participants (332 females, 169 males), including undergraduate dental students, postgraduate/doctoral students, and practicing dentists. The 28-item questionnaire assessed demographics, AI knowledge, attitudes toward AI, and views on AI education. Descriptive statistics were used to summarize the data; Mann–Whitney U, Kruskal–Wallis, and chi-square tests were applied for group comparisons, while binary logistic regression and Spearman correlation analyses were used to examine predictors and associations related to AI learning and curriculum support. Results: More than half of the participants (53.7%) reported only superficial knowledge of AI, while 4.8% reported no knowledge. Formal university-based education was the primary source of AI information for only 3% of respondents, whereas social media constituted the main source for 64.7%. Despite limited structured educational exposure, attitudes toward AI were predominantly positive. Over 70% of participants agreed that AI should be included as an educational component supporting diagnostic reasoning and learning processes, while agreement with statements suggesting that AI would replace dentists within the next 30 years was low. Significant differences in AI perceptions were observed according to age and gender (p ≤ 0.001), whereas professional experience showed limited influence on overall attitudes. Willingness to learn and apply AI-based systems was moderately correlated with perceived clinical benefit (ρ = 0.524, p < 0.001) and the perceived need to integrate AI into dental education (ρ = 0.553, p < 0.001). Conclusions: Despite limited formal education, dental professionals view AI as a supportive tool rather than a replacement. Given that social media was the primary source of AI information while formal university-based education was minimal, these findings highlight a clear need for structured curricular integration. These findings necessitate the integration of AI literacy into both university curricula and lifelong learning frameworks to ensure professional continuity.