Background: Social media (SoMe) is increasingly used in dentistry for patient education, professional networking, and career development, yet formal curricula on its use and digital literacy remain limited in dental specialty programs.
Aim: This scoping review the existing literature on SoMe use in dentistry and identify gaps in curricular implementation and policy development for curricular integration in dental specialty training.
Methods: Following PRISMA- ScR guidelines, a systematic literature search of PubMed and Scopus for studies published between 2009 and 2024 were searched. Two reviewers identified 2,952 articles, of which 531 met inclusion criteria. Data were extracted and analyzed to identify publication trends, thematic areas, and key findings related to SoMe in dentistry.
Results: Research output grew substantially (412%) between 2015 and 2024. YouTube was the most studied platform (41%), followed by X/Twitter (27%), Instagram (19%), and Facebook (13%). Research involving dental professionals (54%) emphasized continuing education and networking, while patient-focused studies (43%) addressed oral health promotion, misinformation, and treatment decision-making. Only 7% evaluated formal SoMe curricula. Reported challenges, privacy breaches (38%), unprofessional conduct (32%), and misinformation (29%), highlights the need for structured educational content during dental specialty training.
Conclusion: SoMe changed the dynamics of clinical dental practice; however, concerns persist regarding digital literacy and professionalism. Evidence on the structured integration of SoMe into dental specialty curricula remains limited, highlighting the need for educational initiatives to promote ethical digital engagement and oral health communication.
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