JMIR Publications

ABSTRACT

Background:

In today’s digitally connected world, the widespread use of social media has extended professionalism beyond clinical settings. Dental interns nearing graduation may use social media to showcase their work, explore career opportunities and build professional networks. However, the lack of training on the ethical and safe use of social media, supports training dental interns in digital professionalism.

Objective:

This study aimed to explore the differences in reported understanding, perceptions and intended responses between dental interns exposed to and not exposed to a structured Digital Professionalism Module (DPM).

Methods:

This qualitative evaluation formed part of a quasi-experimental study at an UAE dental institution. Forty-five interns were randomly divided into exposed and unexposed groups. The DPM included preparatory resources, professional guidance, videos and interactive lectures. Approximately one month later, 10 interns from each group completed semi-structured interviews and five scenario-based assessments. Interview responses were coded and compared between groups. Two researchers independently evaluated scenario responses using an author-developed answer guide.

Results:

Exposed interns demonstrated a broader understanding of digital professionalism, including regulatory responsibilities, confidentiality and the dissemination of scientifically accurate information. All exposed interns provided appropriate responses to the scenario assessing online product claims, compared with one unexposed intern. Responses concerning professional boundaries and unrealistic treatment expectations were also more frequently appropriate among exposed interns. Both groups generally rejected purchasing fictitious followers, described appropriate responses to online criticism and emphasized the importance of clinical competence alongside digital visibility. Most participants supported introducing digital professionalism before clinical entry.

Conclusions:

DPM exposure was associated with broader professional understanding and more appropriate intended responses to selected digital dilemmas. Similarities across other domains indicate that differences were not uniform. These findings support further evaluation of structured digital professionalism education within dental curricula. Further research is needed to assess retention and whether intended responses translate into professional behavior.