My Journey with AI in Dental Education
Dr Ali Nankali reflects on his recent experiences exploring the potential uses of AI for dentistry education.
It’s hard to put a slice of chocolate cake in front of a child and tell them it’s not good for them. That’s exactly how I felt when artificial intelligence suddenly appeared on my screen. I knew the risks — the debates, the doubts — but my curiosity was too strong to ignore.
What followed was a few weeks of intense exploration. I found myself testing its potential from every angle, wondering what this could mean for education, and more specifically, for my field: dentistry.
As I experimented, I noticed two main types of responses from the people around me — colleagues and friends alike. One group, though smaller, showed genuine curiosity but admitted AI wasn’t really their cup of tea. The second group was more cautious, even suspicious. Some warned me that AI was a tool designed to observe and eventually control me. But the more I worked with it, the clearer it became: the benefits far outweighed the concerns.
I also realised something fundamental. Whether or not we use AI, our digital footprints already exist. That genie is out of the bottle. What mattered more was whether I could harness this tool to bring clarity, efficiency, and consistency to my teaching.
It reminded me of past innovations. I remember when calculators first arrived — met with similar scepticism. Then mobile phones, which are now practically an extension of ourselves. AI, I believe, is walking the same path.
At work, I’ve observed a quiet hesitation. Some colleagues feel uncomfortable using AI, as though it undermines their authenticity. Others are put off by its complexity. But I see that as missing the point. Used well, AI doesn’t replace us — it enhances what we do.
Let me share one recent example from our MSc programme in Dental Science for Clinical Practice. For the final exam, I used AI to help structure the entire assessment process. It supported me in predicting an effective layout and in creating a clear, engaging guide for students. Instead of reading through pages of policy documents, we used a recorded voice message summarising the key Queen Mary exam rules and expectations. It was concise, human, and consistent for all.
We went a step further. I took photos of the exam setup and used AI to analyse and offer feedback on layout and transparency. The system highlighted small refinements, helping us improve our approach — all while maintaining fairness. Not a single student raised a concern. In fact, the External Examiner noted that the setup was very well-prepared and ran smoothly, remarking that he had ‘nothing to add.’
This is just one example of what AI can do in education.
To those still in the early stages of using AI: keep exploring. Be curious. Don’t be afraid to play. And to those already further along — I wish you continued discovery and success.
Dr Ali Nankali
Clinical Reader in Digital Dentistry
https://www.qmul.ac.uk/dentistry/people/profiles/dralinankali.html