Background/Objectives: This study aimed to compare AI-generated educational material with faculty-authored content in Dental Prostheses Technology, evaluating perceived clarity, accuracy, structure, usefulness, and overall instructional quality across different age and professional groups. Methods: An analytical cross-sectional study was conducted using two versions of the first three chapters of a prosthodontics textbook: the original faculty-authored text and a reformulated version generated by ChatGPT 5.2 (OpenAI). Images were removed and formatting standardized to ensure a text-only comparison. An anonymized online questionnaire based on a five-point Likert scale assessed clarity, accuracy, readability, usefulness and structure. To reduce potential bias, participants were unaware of the authorship of the evaluated materials (human-authored vs. AI-generated). A total of 130 participants independently reviewed both documents. Data were analyzed using Wilcoxon signed-rank, Mann–Whitney U, and Friedman tests. Results: Both materials received favorable evaluations across all dimensions. The AI-generated version demonstrated a statistically significant advantage in clarity (Z = −2.107, p = 0.035; r = 0.19), while no significant differences were observed for structure, accuracy, readability, or usefulness. Generational differences emerged: younger participants valued improved clarity but reported reduced usefulness, mid-career participants showed the greatest improvement in perceived accuracy, and senior professionals reported substantial gains in usefulness and readability. Conclusions: AI-generated educational material demonstrates pedagogical equivalence to faculty-authored content, with clarity representing its principal advantage. Large language models may serve as effective complementary tools in dental education, particularly for restructuring complex content.
Cârstea et al. (Thu,) studied this question.