Ethical Concerns Surrounding the Use of Artificial Intelligence in Medical Education: Insights from Dental Faculty at Rawal Dental College, Islamabad

Abstract

This study explores the perceptions of dental faculty members at Rawal Dental College, Islamabad, regarding the judicious and ethical use of Artificial Intelligence (AI) in medical education. With the increasing integration of AI into academic and clinical settings, its potential to enhance learning, improve diagnostic accuracy, and streamline administrative processes is widely acknowledged. However, its adoption also raises important ethical concerns that warrant careful consideration.

A qualitative phenomenological design was employed to explore the lived experiences and views of faculty members with exposure to AI in educational contexts. Ten participants were selected through purposive sampling and engaged in semi-structured interviews until data saturation was achieved. Data were analyzed using Braun and Clarke’s thematic analysis approach to identify key patterns within the narratives.

The findings revealed a balanced perception of AI among faculty, recognizing its educational benefits while simultaneously expressing significant ethical concerns. Key issues included data privacy and confidentiality, algorithmic bias, unequal access to AI tools, lack of institutional policies, and limited awareness of ethical guidelines. Participants also emphasized the need for transparency in AI systems and clear accountability mechanisms to ensure trust in academic and clinical decision-making.

The study highlights the necessity for institutional frameworks, structured ethical training, and faculty development programs to support the responsible integration of AI in dental education. Such measures are essential to ensure that AI serves as an educational aid while upholding professional integrity and ethical standards.