Resumo

MASIKE, KNM  e  VOLSCHENK, M. Teething problems with the implementation of the HPCSA core competency framework in an undergraduate dentistry curriculum. S. Afr. dent. j. [online]. 2025, vol.80, n.9, pp.476-482. ISSN 0375-1562.  https://doi.org/10.17159/sadj.v80i09.21606.

INTRODUCTION: The Health Professions Council of South Africa (HPCSA) adopted and contextually adapted the CanMEDS competency framework, with a view to prepare undergraduate students for the dynamic healthcare needs of patients and communities they serve. However, limited guidance on integration of this framework into existing curricula leaves educators uncertain about its implementation. Given the critical role of faculty engagement in educational reform, it is crucial to understand dentistry educators' perceptions of this framework. AIMS: This study explored dentistry educators' experiences with incorporating the HPCSA core competency framework into an existing undergraduate dentistry curriculum. METHODS: Qualitative methodology within an interpretivist paradigm was utilised. Data were generated by means of semi-structured interviews, then coded and thematically analysed. RESULTS: Three main themes and four sub-themes were deductively developed, revealing diverse perceptions regarding the teaching and assessment of the HPCSA core competencies. Participants foregrounded barriers and enablers influencing the effective teaching and assessment of these competencies and emphasized the need for faculty development initiatives. CONCLUSION: Integrating the HPCSA core competency framework into an existing dentistry curriculum posed 'teething' problems. Ideally, the implementation of new core competency frameworks should form part of a curriculum renewal process and faculty development offerings that prioritize pedagogical conceptual change.

Palavras-chave : CanMEDS roles; competency-based medical education; constructive alignment; core competencies; curriculum renewal; faculty development; pedagogical conceptual change; undergraduate dentistry curriculum.

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