Exploring the feasibility of a framework to align a competency framework in a dental curriculum: a Delphi study

Abstract

The aim of this study was to test the feasibility of an implementation framework for an undergraduate competency framework by means of a Delphi study. A modified Delphi research design consisting of two rounds was conducted and aimed to seek consensus, defined as agreement of 70% or more from a group of experts. Twenty-two (22) dental experts were purposefully selected from the four dental schools in South Africa. An online survey consisting mainly of closed-ended questions was used and analysed quantitatively. In addition, the second part of each question included a comment section to allow participants to elaborate on their answers. Comments were considered as adapted statements for the second round of the Delphi. Thirteen (13) participants completed the first round, and 10 participants completed the second round of the Delphi study. Following the first round of the Delphi, consensus (70%) was reached for five of the seven statements. These statements focused on the impact of internal and external stakeholders on the dental schools, leadership support for faculty development, teaching and learning changes, and curriculum mapping. Statements that needed further consideration in round 1 included the impact of the institutional framework and the diversity of academics. Consensus was reached for both the diversity of academics statements in round 2. The results suggest that the proposed framework to align and implement the AfriMEDS core competency framework was feasible. However, from the comments of the dental experts, there seems to be no common understanding of the implementation and alignment of the institutional frameworks and the AfriMEDS core competency framework.