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Strategies to implement competencies as it relates to a competency framework in a dental undergraduate curriculum: A
Ronel D Maart1, Razia Z Adam1, José M Frantz2
1Faculty of Dentistry, University of the Western Cape, Parow, South Africa.
Introduction:
Worldwide, dental schools are underpinned by approved competency frameworks or competency statements developed for specific contexts or countries. Literature are replete with competencies required and assessed within this frameworks however limited literature that guides the incorporation of competencies and implementation of the competencies related to the competency framework in dental curricula.
Materials And Methods:
A systematic review design was used. The research question addressed for this systematic review was: What are the strategies used to develop core competencies undergraduate dental curricula? Databases included in the searches were: MEDLINE(ebscoHost), Science Direct, MEDLINE(Pubmed), Wiley Online Library, ERIC. A meta-synthesis analysis consisting of a descriptive meta-synthesis to critically analyse and discuss emerging themes from the findings of the six included studies were completed.
Results And Discussion:
Strategies used to develop core competencies were divided into four components namely organizational structure, faculty development, teaching strategies and assessment strategies. To consider a holistic approach to develop core competencies, changes in the organizational structure needs to be in place first. With the appropriate organizational structure in place, faculty development to implement competency strategies would be more supported and feasible. From the findings of the included articles, faculty development regarding teaching strategies and assessment methods were considered necessary to implement core competencies in a dental curriculum.
Conclusion:
A strong relationship between the suggested implementation strategies from this systematic review findings and the multifaceted approach for the CanMEDS exist. Teaching and assessments, faculty development strategies are common strategies. Surprisingly, organisational structure changes were not included as implementation strategy of CanMEDS.
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