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Introduction: Open‐source generative artificial intelligence (AI) applications are fast‐transforming access to information and allow students to prepare assignments and offer quite accurate responses to a wide range of exam questions which are routinely used in assessments of students across the board including undergraduate dental students. This study aims to evaluate the performance of Chat Generative Pre‐trained Transformer (ChatGPT), a generative AI‐based application, on a wide range of assessments used in contemporary healthcare education and discusses the implications for undergraduate dental education. Materials and Methods: This was an exploratory study investigating the accuracy of ChatGPT to attempt a range of recognised assessments in healthcare education curricula. A total of 50 independent items encompassing 50 different learning outcomes (n = 10 per item) were developed by the research team. These included 10 separate items based on each of the five commonly used question formats including multiple‐choice questions (MCQs); short‐answer questions (SAQs); short essay questions (SEQs); single true/false questions; and fill in the blanks items. Chat GPT was used to attempt each of these 50 questions. In addition, ChatGPT was used to generate reflective reports based on multisource feedback; research methodology; and critical appraisal of the literature. Results: ChatGPT application provided accurate responses to majority of knowledge‐based assessments based on MCQs, SAQs, SEQs, true/false and fill in the blanks items. However, it was only able to answer text‐based questions and did not allow processing of questions based on images. Responses generated to written assignments were also satisfactory apart from those for critical appraisal of literature. Word count was the key limitation observed in outputs generated by the free version of ChatGPT. Conclusion: Notwithstanding their current limitations, generative AI‐based applications have the potential to revolutionise virtual learning. Instead of treating it as a threat, healthcare educators need to adapt teaching and assessments in medical and dental education to the benefits of the learners while mitigating against dishonest use of AI‐based technology. [ABSTRACT FROM AUTHOR]

Aims: Web‐based digital assessment platforms offer several benefits for educational providers. The aims of this study were to evaluate digital assessment platforms suitable for design, delivery and quality assurance of assessments in dental education to facilitate informed choices by educational providers. Methods: The study was based on an online cross‐sectional survey. A questionnaire was designed to include relevant details of providers, types of assessments offered, post‐assessment psychometrics, remote proctoring, integration with digital learning platforms faculty training, and indicative costs of services. Following a google search, 25 potential providers of digital assessment software were identified and contacted by email. Results: Ten companies responded to the questionnaire. All providers, except one, reported extensive experience in delivering high‐stake assessments for programs in dentistry, medicine and allied health professions. All companies confirmed availability of a wide variety of assessment formats and also offer remote proctoring either directly or through third parties. Indicative costs of different assessment platforms were also provided. Conclusion: This paper underscores the need for dental institutions to make informed decisions when choosing the most appropriate digital assessment platforms to suit their educational needs. It also provides a snapshot of services offered by commercial providers of assessment platforms. The Association for Dental Education in Europe can serve as a central hub to guide dental institutions on making informed choices for suitable assessment platforms to address their needs. [ABSTRACT FROM AUTHOR]