A call for lifelong learning: development and preliminary pilot testing of a discipline-specific performance appraisal framework for general dentists in Dubai

Maintaining clinical competence among dental practitioners is essential for patient safety and high-quality oral health care. Despite global efforts to develop competency frameworks, few studies have examined the feasibility of discipline-specific assessment instruments within the Gulf Cooperation Council, where regulatory and cultural contexts inevitably shape clinical practice.

To develop and conduct preliminary pilot testing of a tailor-made survey designed to assess the self-perceived proficiency and frequency of deployment of required competencies among dental general practitioners in Dubai, United Arab Emirates.

The developed survey comprised 112 items across 14 competency domains, capturing self-perceived proficiency and practice frequency using two parallel five-point Likert-type scales. A two-phased cross-sectional exploratory pilot study was conducted in Dubai (throughout October 2025). Face and content validity, as part of the first phase, were conducted through a systematic expert review by six subject matter experts (response rate = 85.71%) of academic specialized dentists. As part of the second phase, a total of eleven general dentists (response rate = 73.33%) completed the survey. Internal consistency was assessed using Cronbach's Alpha. Preliminary exploratory factor analysis procedures were conducted to assess the feasibility of future construct validation efforts; findings were interpreted cautiously due to the small pilot sample.

The experts affirmed the instrument's alignment with its intended constructs, clarity, and relevance, while recommending refinements to mitigate acquiescence bias, reduce item redundancy, and address content gaps. The overall performance mean score was 74.58%. Preventive competencies, among the participating general dentists, scored highest (proficiency: 90.33%; practice: 96.33%), whereas they scored lowest for prosthodontics (proficiency: 41.08%; practice: 33.44%). Individual sub-scales demonstrated reliability up to 94.90%. The Kaiser-Meyer-Olkin indicated marginal sampling adequacy for factor extraction.

The findings provide preliminary evidence that the instrument is feasible, captures meaningful variation in perceived competency and practice patterns, and is fit for purpose pending targeted revisions, supporting its deployment in a larger-scale validation study. Moreover, the study foregrounds the interplay between proficiency and practice frequency as a cornerstone of self-regulated learning and continuous professional development. The embodiment of a 'practice makes progress' ethos is particularly relevant to academic health systems that, by virtue of design, foster a culture of continuous development and lifelong learning.