Literacy around artificial intelligence in oral health may help increase use of its application
Researchers have found in a new study that core curriculum on oral and dental AI may help to increase oral and dental healthcare providers' literacy around AI, allowing them to critically appraise AI applications and to use them consciously and on an informed basis.
The findings of the study has been published in the Journal of Dentistry
Artificial intelligence (AI) is swiftly entering oral health services and dentistry, while most providers show limited knowledge and skills to appraise dental AI applications. We aimed to define a core curriculum for both undergraduate and postgraduate education, establishing a minimum set of outcomes learners should acquire when taught about oral and dental AI. Existing curricula and other documents focusing on literacy of medical professionals around AI were screened and relevant items extracted. Items were scoped and adapted using expert interviews with members of the IADR's e-oral health and education group and the ITU/WHO's Focus Group AI for Health. Learning outcome levels were defined and each item assigned to a level. Items were systematized into domains and a curricular structure defined. The resulting curriculum was consented using an online Delphi process.
Four domains of learning outcomes emerged, with most outcomes being on the "knowledge" level:
Basic definitions and terms, the reasoning behind AI and the principle of machine learning, the idea of training, validating and testing models, the definition of reference tests, the contrast between dynamic and static AI, and the problem of AI being a black box and requiring explainability should be known.
Use cases, the required types of AI to address them, and the typical setup of AI software for dental purposes should be taught.
Evaluation metrics, their interpretation, the relevant impact of AI on patient or societal health outcomes and associated examples should be considered.
Issues around generalizability and representativeness, explainability, autonomy and accountability and the need for governance should be highlighted.
Falk Schwendicke, Akhilanand Chaurasia, Thomas Wiegand, Sergio E. Uribe, Margherita Fontana, Ilze Akota, Olga Tryfonos, Joachim Krois. Artificial intelligence for oral and dental healthcare: Core education curriculum, Journal of Dentistry, 2022, 104363, ISSN 0300-5712, https://doi.org/10.1016/j.jdent.2022.104363.(https://www.sciencedirect.com/science/article/pii/S0300571222004158)
Disclaimer: This website is primarily for healthcare professionals. The content here does not replace medical advice and should not be used as medical, diagnostic, endorsement, treatment, or prescription advice. Medical science evolves rapidly, and we strive to keep our information current. If you find any discrepancies, please contact us at corrections@medicaldialogues.in. Read our Correction Policy here. Nothing here should be used as a substitute for medical advice, diagnosis, or treatment. We do not endorse any healthcare advice that contradicts a physician's guidance. Use of this site is subject to our Terms of Use, Privacy Policy, and Advertisement Policy. For more details, read our Full Disclaimer here.
NOTE: Join us in combating medical misinformation. If you encounter a questionable health, medical, or medical education claim, email us at factcheck@medicaldialogues.in for evaluation.