Competencies for Undergraduate Dental Education in the African Context: A Qualitative Study in Four Dental Schools

Background: Core competencies for new dental graduates have been established in various regions globally to harmonise educational standards and facilitate the migration of health workers. This has led to numerous curricular comparison studies, such as North America, Western Europe, and Asia. However, such efforts across the African continent are scarce. It is unclear how dental curricula in Sub-Saharan Africa compare, leading to potential variations in the skills and attributes of dental graduates from different countries. This study aimed to explore dental educators' views on the competencies required for dental graduates to practice in the 21st century at four Sub-Saharan African dental schools. Methods: A cross-sectional qualitative study employing an exploratory descriptive approach was conducted between January and June 2023. Focus group discussions were held at four dental schools: University of the Western Cape (South Africa), Makerere University (Uganda), University of Ghana, and Obafemi Awolowo University (Nigeria). Dental educators were purposively sampled. Data were collected using unstructured interview guides focusing on competencies required upon graduation, their appropriateness to society, and suitability for 21st-century practice in Africa. Data were transcribed verbatim and analyzed using content analysis. Findings: The study included 34 participants, with an even distribution of males and females. Seven themes emerged as essential competencies for dental graduates: clinical competence and skills, global and local competencies, technology and advanced tools, community and preventive dentistry, professionalism and ethical values, educational structure and assessment, and business aspects of dentistry. Participants emphasized the need for practical skills in various fields of dentistry, community diagnosis, and practice. They highlighted the importance of incorporating advanced technologies, professionalism, ethical standards, communication, and business skills into the curriculum. Conclusion: The study revealed a consensus among dental educators on the necessity for more practical skills and community-oriented practice for dental graduates in Sub-Saharan Africa. The findings underscore the need for a unified curriculum across the continent to ensure consistent competency standards. Incorporating advanced technologies, professionalism, ethical standards, communication, and business skills into dental education is crucial for preparing graduates to meet the demands of modern dental practice while being responsive to the African context and maintaining global relevance.