Educational Applications of ChatGPT in University-Based Dental Education. A Systematic Review.

Background: The emergence of ChatGPT has sparked growing interest in its application within university-based dental education. As a conversational large language model (LLM), ChatGPT offers unique opportunities for content explanation, exam simulation and learner support. However, its educational utility, limitations and ethical implications remain underexplored.

Objective: This systematic review aims to synthesise existing evidence on the pedagogical uses, perceived benefits, limitations and curricular integration of ChatGPT in dental education at the undergraduate and postgraduate levels.

Material and methods: A comprehensive search was conducted across PubMed, Scopus and Web of Science. After screening and applying eligibility criteria, studies which met the eligibility criteria were included for full analysis. Thematic synthesis was performed across six domains: perceptions, educational uses, perceived benefits, risks and limitations, curricular integration and model comparison.

Results: After completing the database search, 60 studies were identified. ChatGPT was predominantly perceived as useful, especially in enhancing autonomous learning, exam preparation and understanding clinical concepts. Most studies highlighted GPT-4's superior performance compared to GPT-3.5. Nevertheless, concerns regarding misinformation, overreliance and reduced critical thinking were frequently reported. Integration into curricula remained informal and complementary, with limited structured implementation. Study quality was heterogeneous, and many reports lacked methodological transparency.

Conclusions: ChatGPT shows promise as a supportive tool in dental education, but its integration requires ethical and pedagogical oversight. Future research should use standardised frameworks to assess its effectiveness and risks.