Let’s Talk AI – Have We Lost Our Minds!

This module would not be complete without a discussion around artificial intelligence (AI). Since the release of Chatgpt in November of 2022, faculty have been grappling with how to adjust their teaching and learning to account for the impact of AI. Just as we educate students about the ethical use of this technology, we as faculty also must ensure that we are following the same principles. Just as we educate students to be critical thinkers and problem solvers, so too do we possess the human brain and engage it daily in our teaching and learning. We attend continuing education courses such as this course to further learn, in this case, the various aspects that factor into developing a quality course. In other words, we come to AI already possessing a wealth of education and experience. And no, we have NOT lost our minds.

The use of AI can be thought of in two ways. One is that we engage in the use of AI to serve as an “assistant”. For example, as we develop teaching materials, we may ask AI to review our materials for readability, or to review our work to ensure it matches our objectives. In this example it would be using AI for writing style, and ensuring the content can be traced back to the objectives. We would not be asking AI to create content. The second way to think about the use of AI is to ask AI to create materials. This use will require that AI is cited and credited for that work. There are many excellent resources available that cover a variety of aspects of the use of AI. Some resources can be found below in the Internet Resources section of this learning module.

It is important to also touch base on the issue of the validity and reliability of content that is being generated by AI. It is worth noting that the Merriam-Webster’s Collegiate Dictionary crowned “slop” as their 2025 Word of the Year!¹⁸ There is a reason for this and the dictionary definition of, “digital content of low quality that is produced usually in quantity by means of artificial intelligence” says it all. We owe it to our students to ensure that during their time with us, we are providing them with the tools and experiences to question content generated by AI. In all of dental education, one of the greatest things we ever did was incorporate evidence-based decision making into the curriculum. This important skill requires students to come up with a PICO question to guide their search of research databases. They are taught the skills of assessing the validity and reliability of the research, and finally basing decisions on good science. There are many excellent exercises and assignments that can enhance students’ abilities for determining the quality of information found in AI material.

As faculty, it is imperative that we remain current and knowledgeable about AI. Just as you have taken this course regarding Strategies for Developing a Quality Course, I am sure we all are seeking out the many opportunities available for learning more about AI. Cautionary measures are extremely important when one considers the use of AI. If open AI is being used, there are no protections available for the data entered. Once we enter data in open AI, it is open to the entire world.

It is not the intent of this module to comprehensively cover AI, but hopefully the above provides incentive to become better informed. As with all technology, there are the good, the bad, and the ugly sides. Be aware, be informed.