Background/Objectives: This scoping review aims to map existing AI applications in dental education, in student learning, assessment, and diagnostic training, identifying key limitations and challenges. Methods: Following the Arksey and O’Malley framework and PRISMA-ScR guidelines, six databases were searched in March 2025 using combinations of the following search words: “dental education,” “artificial intelligence,” “machine learning,” and “student assessment”. Inclusion was limited to English-language empirical studies focused on dental student education. Of 547 identified studies, 17 met the inclusion criteria. They were categorized into four domains: (1) Preclinical Training, (2) AI in Clinical, Diagnostic Training, and Radiographic Interpretation, (3) AI as an Assessment Tool and Feedback System, and (4) AI in Content Generation for Dental Education. Results: AI has positively influenced various domains, enhancing procedural accuracy, diagnostic confidence, assessment efficiency, and content delivery. However, it struggles to assess nuanced competencies like dexterity and clinical judgment. The challenges faced include disparate definitions of AI, ethical and privacy concerns, model variability, and a deficiency of dental leadership in AI development. At present, most tools are engineered by computer scientists and may not align effectively with the priorities of dental education. Conclusions: AI holds significant potential to enhance dental education outcomes. However, to guarantee its relevance and reliability, it requires standard frameworks, ethical oversight, and clinician-led development. Future research should concentrate on implementing real-time AI-driven feedback systems during preclinical training and advocate for more precise definitions to support consistent AI application and evaluation in dental education.
El-Hakim et al. (Mon,) studied this question.