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Background:  There is increasing evidence on the exponential use of technology-based social media in medical field that has led to a proliferation of unprofessional behaviors in digital realm. Educating, training, and changing the behaviors of healthcare professionals are essential elements to restrain the rising unprofessional incidents. Therefore, this research was designed to determine the impact of an interventional workshop on the medical and dental students in improving their professional behaviors in the digital world using the newly developed medical Education e-Professionalism (MEeP) framework.    Methods  We adopted the Theory of Planned Behavior (TPB) as a benchmark reference which explores constructs intertwined with the mission-based MEeP framework; values (whistleblowing-raising concerns), behaviors (being responsible in the digital world) and identity (reflective practice in the digital world). A multicentre 3-phased mixed-method study was conducted using a pre-workshop survey, an online interventional workshop, and a post-workshop survey. SPSS and NVivo were the tools used for the data analysis.    Results  A total of 130 students registered for workshop out of which 120 completed the pre-workshop survey, 62 joined the workshop and 59 completed the workshop and post-workshop survey. From the  whistleblowing – raising concern  perspective, we found that attitudes and perceived behavioral control had a significant relationship. While for  responsible in digital world  category, attitude and perceived behavioral control had a significant bearing on the intentions. Third, for  reflective practice , attitude and subjective norms significantly enhanced the intention of participants. A multi layered thematic analysis yielded four overarching themes of attitudes, subjective norms, perceived behavioral control and intentions. Most students showed positive  attitudes  of being  reflective, self-directed, and humane . Students realized the  subjective norms  had made them  conscientious, self-aware and conformative . While  perceived behavioural control  manifested as identity and  Intentions  were heavily reliant on  self-actualization .    Conclusion  Our mixed method study found that the interventional workshop using MEeP framework significantly improved attitudes, subjective norms, perceived behavioral control, and intentions. This study provides valuable evidence of MEeP framework evaluation using the theoretical underpinning of TPB by reporting positive changes in professional values, behaviors, and identities of undergraduate medical and dental students.

Changing Professional Behaviors in the Digital World Using the Medical Education e-Professionalism (MEeP) Framework—A Mixed Methods Multicentre Study