ChatGPT in dentomaxillofacial radiology education

Year 2024, Volume: 7 Issue: 2, 224 - 229, 25.03.2024

Hilal Peker Öztürk , Hakan Avsever , Buğra Şenel , Şükran Ayran , Mustafa Çağrı Peker , Hatice Seda Özgedik , Nurten Baysal

https://doi.org/10.32322/jhsm.1419341

Abstract

Aims: Artificial intelligence refers to the ability of computer systems or machines to perform cognitive functions and tasks that are similar to humans’. The aim of this study is to assess the knowledge and interpretative abilities of ChatGPT-versions by administering a dentomaxillofacial-radiology exam, comparing its performance with that of dentistry-students in Türkiye, and questioning the effectiveness of different languages.
Methods: It is a descriptive research comparing the data of ChatGPT versions 3.5 and 4 in both Turkish and English.
Results: Firstly 20 test-questions were evaluated. There is a significant difference(p<0.05) between the ChatGPT answer-sheets. ChatGPT-4 in English demonstrated the highest performance. Answer-sheets of chatGPT-4 in Turkish and English demonstrated the best performance with 5 correct answers in open-ended-questions. Based on the answers of 89 students to 20 test-questions, a class-profile was created. ChatGPT answer-sheets and class-profile were analyzed(p<0.05). Class-profile ranked first as ChatGPT-4 in English. A significant difference was found between the answer-sheets of ChatGPT and the class-
profile for open-ended-questions(p<0.10). The most successful results were obtained from ChatGPT-4 in Turkish and English, as well as the class-profile.
Conclusion: It is important to mention that ChatGPT 3.5’s knowledge and perception in the field of dentomaxillofacial radiology are not sufficient, particularly for use in examinations.

Keywords

artificial intelligence, dentistry, education, oral radiology

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