Abstract
The aim of the study was twofold; first was to explore and describe dental educators’ views of the competencies required within the AfriMEDS core competency framework. The second was to highlight the views of the dental educators, regarding the alignment of the AfriMEDS core competencies, with the dental curriculum. A case study approach to qualitative inquiry was used. The participants were purposefully selected, and two focus group discussions were conducted. An interview protocol was used to guide the discussions. The gathered data from the discussions were transcribed verbatim, and uploaded to the Atlas ti program for data analysis. Themes were identified from the findings of the thematic analysis. Results Dental educators required some guidance and clarity on the AfriMEDS core competency framework. However, they were able to recognize the competencies related to the AfriMEDS core competency framework. Two of these competencies, evidence-based dentistry, and private practice, were highlighted as core competencies in this current study; however, in AfriMEDS, only certain aspects of this was described. The results of this current study revealed that dental educators were able to make valuable recommendations about the additional competencies requirements for dental graduates.
Highlights
Dental education in the twenty-first century is guided by societal and delivery changes, improvements in oral health, advances in science and technology, together with the complexity of the current evolving environment.[1]
Dental educators required some guidance and clarity on the AfriMEDS core competency framework. They were able to recognize the competencies related to the AfriMEDS core competency framework
Evidence-based dentistry, and private practice, were highlighted as core competencies in this current study; in AfriMEDS, only certain aspects of this was described. The results of this current study revealed that dental educators were able to make valuable recommendations about the additional competencies requirements for dental graduates
Summary
Dental education in the twenty-first century is guided by societal and delivery changes, improvements in oral health, advances in science and technology, together with the complexity of the current evolving environment.[1]. Educational practice has been to teach students increments of prescribed subject matter, the traditional curriculum, whereas the essence of CBE is that the success of dental, or allied health curricula should be judged in terms of its impact on students, expressed as competency outcomes.[2]. Competency is a complex behavior, or ability that is essential to initiate independent and unsupervised practice of a professional role, such as dentistry.[3] It comprises an intertwined array of numerous components, namely, capacity to apply knowledge, experience, critical thinking capability, problem solving skills, ethical values, and the capacity to perform tasks in accordance with established criteria.[3] Globally, competencies for dental graduates have been described in literature.[4,5,6] The American Dental Education Association (ADEA) approved the following competencies for the new general dentist: 1) critical thinking, 2) professionalism, 3) communication and interpersonal skills, 4) health promotion, 5) practice management and informatics, 6) patient care. The University of Texas Health Sciences Center at San Antonio, involved their faculty, students, alumni, and outside consultants to re-evaluate the competencies www.sada.co.za / SADJ Vol 76 No 8
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