ReviewFrontiers in oral health2025
Trained to care, untrained to share: the integration of social media (#SoMe) education in dental specialty programs: a scoping review.
Review in Frontiers in oral health, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
2 citing papers in PubMed.
- Patient and dental practitioner acceptance of artificial intelligence in dental care: a cross-sectional study in Saudi Arabia's eastern province.Frontiers in oral health · 2026Article
- Dental Students' and Educators' Perceptions Toward the Adoption of Artificial Intelligence in Dental Education: A Survey-Based Study.International journal of dentistry · 2026Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
4 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
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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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.