• Heiko Spallek, Sharon P Turner, Evelyn Donate-Bartfield, David Chambers, Maureen McAndrew, Pamela Zarkowski, and Nadeem Karimbux.
• Dr. 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.
• J Dent Educ. 2015 Oct 1; 79 (10): 1153-66.

AbstractThe goal of this article is to describe the broad curricular constructs surrounding teaching and learning about social media in dental education. This analysis takes into account timing, development, and assessment of the knowledge, skills, attitudes, and behaviors needed to effectively use social media tools as a contemporary dentist. Three developmental stages in a student's path to becoming a competent professional are described: from undergraduate to dental student, from the classroom and preclinical simulation laboratory to the clinical setting, and from dental student to licensed practitioner. Considerations for developing the dental curriculum and suggestions for effective instruction at each stage are offered. In all three stages in the future dentist's evolution, faculty members need to educate students about appropriate professional uses of social media. Faculty members should provide instruction on the beneficial aspects of this communication medium and help students recognize the potential pitfalls associated with its use. The authors provide guidelines for customizing instruction to complement each stage of development, recognizing that careful timing is not only important for optimal learning but can prevent inappropriate use of social media as students are introduced to novel situations.

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