The increasing use of social media among medical doctors and students has raised concerns about the issues related to professional behaviors in online environment. This study examines the current global guidelines on social media use for medical doctors to inform the development of such framework for Vietnamese medical doctors. A narrative review was conducted through manual searches of the official websites of national medical governing bodies. Thematic analysis was conducted on the documents to identify key principles and themes. As results, 10 guidelines, including one from World Medical Association and nine from governing bodies in nine countries were reviewed. Five key common themes were identified, including patient confidentiality, privacy, and dignity; information appropriateness; professional boundary, doctor-patient relationship, public trust; practitioner’s privacy; and health advocacy. These perspectives should be reflected together with Vietnamese cultural context when developing guidelines on professional use of social media for medical doctors in Vietnam. Detailed practical examples, clear expectations, potential disciplinary actions, and guidance on the beneficial use of social media should be included as essential components of the guidelines.

Due to the short history of dental education in Laos, the educational system is still incomplete, with only a few faculty development (FD) programs. This study aims to identify the needs assessment for FD, in Lao dental education. A survey was conducted, with dentists from the Faculty of Dentistry, in 2022. Data on demographics, perceived importance, and ability, on the 13 roles and competencies of teachers, as well as the 26 FD items’ needs assessment were collected. Data were compared between the two groups (lecturers and assistant teachers), and analyzed to identify different needs. Sixty-seven responses were included, after excluding inappropriate ones. Lecturers and assistant teachers expressed their needs for developing a syllabus, and teaching using simulation. Lecturers revealed the need to improve their roles as resource developers, followed by learning facilitators and lecturer in a classroom setting. Assistant teachers reported their prioritized needs for improving their role as on-the-job role models, followed by lecturer in a classroom setting, and mentor, personal adviser, or tutor. Assistant teachers showed higher educational needs scores than lecturers, in most questionnaire items. Although the needs assessment of FD indicates different needs, based on the differing roles and responsibilities, assistant teachers’ needs scores are generally higher. An FD program could prioritize the most common needs of both groups at an early stage, but the topics most needed by each group should also be considered. This study can inform a future FD program, to improve Lao dental education.