# Identifying social media professionalism competencies in Vietnamese medical students: a modified Delphi method

## TL;DR

This study identifies key social media professionalism competencies for Vietnamese medical students to ensure responsible online behavior and protect patient rights.

## Contribution

The study introduces a set of 23 social media professionalism competencies specifically tailored for Vietnamese medical students through expert consensus.

## Key findings

- Experts reached consensus on 23 key competencies across five domains for social media professionalism.
- The competencies cover patient confidentiality, professional boundaries, and information appropriateness.
- These findings can guide curriculum development for responsible social media use in medical education.

## Abstract

Medical education in Vietnam is advancing toward global standards, emphasizing professionalism from the earliest stages of training. However, the growing use of social media presents new challenges to professionalism, as inappropriate and unprofessional online behavior can negatively impact students’ future careers, breach patient confidentiality, and erode public trust. Despite these concerns, no official guidelines or educational opportunities regarding professionalism on social media (PSM) are currently available for medical students in Vietnam, including at Hue University of Medicine and Pharmacy (Hue UMP). This study aimed to reach consensus among experts on the competencies in PSM that Vietnamese medical students should acquire.

A modified Delphi survey with two rounds was conducted from April to May 2025. A literature review was performed to identify the initial competency list. Thirty-two Hue UMP participants rated items on a 5-point Likert scale via Google Forms. Consensus was determined using Lawshe’s content validity ratio (CVR).

Thirty-nine competencies in five domains were identified. After two rounds of Delphi surveys using CVR thresholds for inclusion, experts reached consensus on 23 key competencies for PSM for medical students in Vietnam. These included competencies spanned five domains: patient confidentiality, privacy, and dignity; professional boundaries, doctor-patient relationship, and public trust; practitioner’s privacy; health advocacy; and information appropriateness. These results can be used to develop curriculum or guidelines for the professional use of SM for medical students and physicians.

Experts reached consensus on 23 PSM competencies across five domains as essential for Vietnamese medical students. These competencies provide a foundation for developing educational interventions in PSM to support responsible online conduct, protect patient rights, and maintain public trust in the medical professions.