Diş Hekimliği Öğrencilerinin Yapay Zeka ile İlgili Bilgi ve Farkındalıkları: Trakya Üniversitesinde Yapılmış Bir Kesitsel Çalışma

Yıl 2026, Cilt: 28 Sayı: 1 , 55 - 63 , 27.04.2026

Elif Ülkü , Burhan Can Çanakçi

https://doi.org/10.24938/kutfd.1787152

https://izlik.org/JA46RY56ZJ

Öz

Amaç: Bu çalışmanın amacı, Trakya Üniversitesi Diş Hekimliği Fakültesi öğrencilerinin diş hekimliğinde yapay zekâ (YZ) kullanımına ilişkin bilgi düzeyleri, farkındalıkları ve tutumlarını değerlendirmektir.
Gereç ve Yöntemler: Kesitsel nitelikteki bu anket çalışması, 2., 3., 4. ve 5. sınıfta öğrenim gören diş hekimliği öğrencileri arasında yürütülmüştür. Veriler, Ekim 2024 ile Şubat 2025 tarihleri arasında, 20 sorudan oluşan çevrimiçi bir anket formu aracılığıyla toplanmıştır. Değişkenler arasındaki ilişkiler Fisher’in Kesin Testi ve Bonferroni düzeltmeli Z-testleri ile analiz edilmiştir (p<0,05).
Bulgular: Çalışmaya toplam 460 öğrenci katılmıştır. Katılımcıların %61,5’i diş hekimliğinde yapay zekâ hakkında temel bilgiye sahip olduğunu, %37,4’ü herhangi bir bilgiye sahip olmadığını, yalnızca %1,1’i ileri düzey bilgiye sahip olduğunu bildirmiştir. Bilgi düzeyi ile YZ’nin diş hekimliği açısından önemine yönelik inanç arasında anlamlı bir ilişki saptanmıştır (p<0,05). Yapay zekâya duyulan güven, gelecekte klinik uygulamalarda kullanım isteğiyle güçlü bir şekilde ilişkili bulunmuştur (p<0,001). Öğrencilerin büyük çoğunluğu yapay zekâyı teşhis hatalarını azaltan ve bakım kalitesini artıran destekleyici bir araç olarak görürken, klinisyen yargısının yerine geçebilecek bir sistem olarak değerlendirmemiştir. Eğitim bağlamında ise katılımcıların %77,8’i yapay zekânın öğrenme sürecini hızlandırabileceğini belirtmiş ve çoğunluğu müfredata entegrasyonunu desteklemiştir.
Sonuç: Diş hekimliği öğrencilerinin yapay zekâ konusundaki bilgi düzeyi sınırlı olmakla birlikte, genel tutumlarının olumlu olduğu belirlenmiştir. yapay zekâya duyulan güven, klinik uygulamalarda benimsenme isteğini etkileyen temel unsur olarak öne çıkmaktadır. Yapay zekânın diş hekimliği müfredatına entegre edilmesi, geleceğin diş hekimlerinin bu teknolojileri etkin ve etik biçimde kullanabilmeleri açısından önemli katkılar sağlayabilir.

Anahtar Kelimeler

Yapay zeka , eğitim , diş hekimliği , öğrenci

DENTAL STUDENTS’ KNOWLEDGE AND AWARENESS OF ARTIFICIAL INTELLIGENCE: A CROSS-SECTIONAL STUDY AT TRAKYA UNIVERSITY

https://izlik.org/JA46RY56ZJ

Öz

Objective: To evaluate the knowledge, awareness, and attitudes of dental students at Trakya University regarding the use of artificial intelligence (AI) in dentistry.
Material and Methods: A cross-sectional survey was conducted among 2nd-, 3rd-, 4th-, and 5th-year dental students. Data were collected from October 2024 to February 2025 using a 20-item online questionnaire. Associations between variables were analyzed using Fisher’s Exact Test and Bonferroni-corrected Z-tests (p<0.05).
Results: A total of 460 students participated. 61.5% reported basic knowledge of artificial intelligence in dentistry, 37.4% had no knowledge, and only 1.1% reported advanced knowledge. Knowledge level was significantly associated with students’ belief in the importance of artificial intelligence in dentistry (p<0.05). Trust was in artificial intelligence strongly correlated with willingness to use it in future clinical practice (p<0.001). Most students viewed artificial intelligence as a supportive tool for reducing diagnostic errors and improve care, but not as a replacement for clinician judgment. In education, 77.8% agreed that artificial intelligence could accelerate learning, and the majority supported its integration into curricula.
Conclusion: Dental students demonstrated limited knowledge but generally positive attitudes toward AI. Trust was the primary factor influencing willingness to adopt artificial intelligence in clinical practice. Incorporating AI into dental curricula may help prepare future dentists to use artificial intelligence technologies effectively and ethically.

Anahtar Kelimeler

Artificial intelligence , education , dental , students

Kaynakça

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