Social Media in the Dental School Environment, Part B: Curricular Considerations
Heiko Spallek1, Sharon P Turner2, Evelyn Donate-Bartfield2
1Dr. Spallek is Associate Dean for Faculty Affairs, Associate Professor of Dental Public Health, and Executive Director of the Center for Informatics in Oral Health Translational Research, University of Pittsburgh School of Dental Medicine; Dr. Turner is Dean and Professor of Oral Health Practice, University of Kentucky College of Dentistry; Dr. Donate-Bartfield is Associate Professor, Marquette University School of Dentistry; Dr. Chambers is Professor of Dental Practice, University of the Pacific Arthur A. Dugoni School of Dentistry; Dr. McAndrew is Clinical Professor, Senior Director of Professional Development, and Program Director of Teaching in Dental Education Fellowship, New York University College of Dentistry; Prof. Zarkowski is Provost and Vice President for Academic Affairs, University of Detroit Mercy; and Dr. Karimbux is Professor of Periodontology and Associate Dean for Academic Affairs, Tufts University School of Dental Medicine. hspallek@pitt.edu.
This study outlines a social media curriculum for dental education, detailing knowledge, skills, and behaviors for students at different developmental stages. It emphasizes timely instruction on professional social media use to maximize benefits and minimize risks.
Area of Science:
- Dental Education
- Digital Health Communication
- Professional Ethics
Background:
- Social media is integral to modern communication, impacting professional practice.
- Dental education requires a structured approach to teaching social media proficiency.
- Students need guidance on navigating professional online conduct.
Purpose of the Study:
- To define curricular frameworks for teaching social media in dental programs.
- To address the timing, development, and assessment of social media competencies.
- To guide faculty in educating future dentists on responsible social media engagement.
Main Methods:
- Analysis of curricular constructs for social media education.
- Identification of three key developmental stages for dental students.
- Development of instructional strategies tailored to each stage.
Main Results:
- A phased curriculum is proposed, integrating social media learning across undergraduate, preclinical, and clinical phases.
- Guidelines are provided for faculty to teach both the advantages and disadvantages of social media.
- Instructional timing is crucial for effective learning and preventing misuse.
Conclusions:
- Dental curricula must incorporate social media education to prepare students for contemporary practice.
- Faculty play a vital role in shaping students' professional social media behavior.
- A staged, timely approach to instruction enhances learning and mitigates risks associated with social media use.
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