ReviewFrontiers in dental medicine2026
Faculty development and institutional readiness for incorporating AI in health professions education- A narrative review.
Review in Frontiers in dental medicine, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
0 citing papers in PubMed.
No citing paper in PubMed yet.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
7 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Artificial Intelligence (AI) is presently reshaping higher education in a rapid way, due to the high engagement of students with AI. The study's aim was to explore strategies driving transformation in higher education at large and particularly dental education. This article is a narrative review adopting a structured approach for literature search, study selection, and data extraction. A comprehensive search of electronic databases, including PubMed, Scopus, Google Scholar, and ScienceDirect for studies published between 2015 and 2025 was conducted. The review is discussed under the themes of transformative education, institutional readiness, including resistance to change, ethical considerations and global perspectives in health professions, and dental education. Further, transformative education explores faculty development, including micro-credentials and lifelong learning, a safe learning environment, infrastructure, and assessment. AI is well acknowledged in both health profession education and clinical practice. While GenAI has the potential to improve creativity, feedback, and collaborative learning, the issues of plagiarism, assessment validity, and authorship transparency are also discussed. AI encounters limitations in gauging psychomotor dexterity and clinical reasoning. Ethical concerns about algorithmic prejudice, data privacy, monitoring, and the deterioration of human-centered learning are also included. To conclude, transformative strategies for institutional readiness to be considered under the domains of governance and policy, curriculum integration and faculty training, academic integrity and assessment reforms, and leadership and change management to ensure proper integration of AI and to prepare competent, adaptable, and socially responsible health professionals. Maintenance of human oversight at the center of higher education is essential, and universities should treat AI as a catalyst for modernization rather than a threat.
Indexed as
Identifiers
What Socratic holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the Socratic graph.