Exploring Knowledge, Attitudes, and Practices of Dental Hygiene Students Regarding Artificial Intelligence

Abstract

Purpose Artificial intelligence (AI) is increasingly used in health professions education, yet little is known about dental hygiene students’ knowledge, attitudes, and practices related to AI. The purpose of this descriptive, cross-sectional program-based evaluation was to gather student input on knowledge, attitudes, and practices related to AI to guide curriculum integration planning.

Methods A 38-item questionnaire was administered to 120 dental hygiene students across five different cohorts at a single institution. Descriptive and inferential statistics were used to analyze responses, with significance set at p<0.05.

Results All students (N=120) completed the survey. mean knowledge score was 64.5% ± 1.39 with the highest mean observed among the most senior students (69% ± 1.3). Knowledge was strongest in machine learning approaches and in understanding AI’s nature and limitations, and weakest in clinical application. Nearly 90% agreed that ethical concerns about AI deserve greater attention, while 19% felt comfortable with AI independently evaluating a patient’s oral health. In practice, most reported using AI tools for academic learning such as summarizing course material (71%), whereas fewer used AI for creative applications such as image generation (23%). One-way ANOVA comparisons found no significant difference between cohorts in the knowledge domain (p> 0.05). Cohorts differed significantly in their attitudes about using AI responsibly in the clinical setting as well as their use of AI to study for tests and prepare study aids (p<0.05).

Conclusion Students exhibited a basic understanding of AI but lacked depth in areas related to regulation and data quality. Attitudes were positive toward responsibility and ethics yet concerns about AI’s impact on clinical judgment and patient care were observed. In practice, AI was used primarily for academic learning, less for creative tasks. Findings underscored the need for curricular strategies that ensure all students receive consistent preparation in ethical, practical, and responsible AI use.