BACKGROUND: Artificial Intelligence technologies like ChatGPT have potential benefits and challenges in educational settings, particularly in enhancing dental postgraduate education in India. At the same time, it presents potential implications for increased dependency and academic detachment in the population in question. This study aims to explore the use, effectiveness and concerns related to ChatGPT among dental postgraduate students. METHODS: This cross-sectional study employed a convergent mixed-methodology design, starting with a comprehensive literature review followed by questionnaire development reviewed by an expert panel. The questionnaire was pilot-tested and subjected to an expert review. Subsequent data collection through web-based surveys and focus group discussions assessed ChatGPT's utilisation and its impact on learning and ethical concerns. RESULTS: A total of 202 dental postgraduate students participated in the quantitative aspect and three focus group discussions were conducted (26 students) with varied utilisation of ChatGPT, with significant use for academic writing and research. 95.02% use the free version of ChatGPT and only 21.39% received training. Satisfaction with its accuracy shows 46.53% neutral, 22.28% satisfied and 10.89% very satisfied. Six themes were identified after FGDs. Cluster analysis identified four distinct groups, showing variations in ethical concerns and AI tool confidence based on training. High reliance on ChatGPT was noted even among those unfamiliar with its advanced features. CONCLUSION: ChatGPT offers substantial benefits for academic efficiency in dental education but requires careful integration to address ethical concerns and prevent over-reliance. Future educational strategies should focus on developing tailored AI tools and comprehensive training programs to maximise benefits while safeguarding academic integrity.
Bhatara et al. (Tue,) studied this question.