Resumo

MAART, RD; ADAM, RZ  e  FRANTZ, JM. Development of a framework for a dental curriculum to align to AfriMEDS Competency Framework through document analysis. S. Afr. dent. j. [online]. 2024, vol.79, n.7, pp.375-380. ISSN 0375-1562.  https://doi.org/10.17159/sadj.v79i07.18335.

INTRODUCTION: In response to the adoption of the AfriMEDS competency framework by the HPCSA, all dental schools in South Africa were required to incorporate and implement these core competencies described in AfriMEDS within the undergraduate curricula. Due to the paucity of literature on how dental schools have implemented the AfriMEDS core competencies framework, an exploration of the latter is invaluable. The aim of the study was to develop an implementation framework to align the undergraduate dental curriculum at a dental school in South Africa to the AfriMEDS competency framework METHODS: Document analysis was used to develop the implementation framework to align the AfriMEDS competency framework. A two-layered approach was used; first, literature suggesting implementation strategies of CanMEDS assisted with the extraction of themes from the documents selected (best practice). For the second part of this framework development, the document analysis of the selected documents (curriculum mapping, focus group discussions and a systematic review) were conducted RESULTS: The following themes/categories emerged from the data: the AfriMEDS core competency framework; institutional framework; dental school/faculty; faculty development; teaching and learning; and curriculum. From these categories a proposed framework was developed that is dynamic and illustrates how processes, faculty development and curriculum impacts and informs teaching, learning and assessment Discussion and conclusion: From the results an implementation framework to align the undergraduate curriculum to the AfriMEDS core competency framework (similar to CanMEDS) was developed. This proposed implementation was deemed feasible. As CanMEDS was developed for specialist training in Canada, the authors suggest a review of these core competencies that would consider the context of South Africa and the specific dental discipline. It might be valuable to consider the decoloniality strategy when considering African dental graduate competencies.

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