ArticleJournal of medical education and curricular development
Harmonising Competency-Based Medical and Dental Curricula in Ghana.
Article in Journal of medical education and curricular development. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Abstract
Background: Competency-based education improves the quantity and quality of healthcare professionals, though many countries are yet to transition from traditional education. This study aimed to identify competencies for medical and dental undergraduates in Ghana, and explore experiences and perceptions of implementing competency-based education in medical and dental undergraduate programmes in Ghana. Methods: A two-day consensus workshop was held, alongside semi-structured interviews with medical and dental leadership in Ghana, and an online survey of medical and dental faculty and students. In the workshop, a nominal group technique was used to reach consensus on competencies. Interviews explored perceptions of competency-based education and its implementation with medical and dental leaders. The online survey was distributed across all faculty in medical and dental schools in Ghana and cascaded to students to explore perceptions of competency-based education amongst faculty and student stakeholders. Interview and survey participant characteristics are narratively summarised, with open-ended survey responses and interview transcripts undergoing content and thematic analysis respectively. Results: Twenty-six leaders took part in the consensus workshop, with 18 of these interviewed. Completed surveys were received from 70 participants. A ten domain, 63-item competency framework for medical and dental graduates in Ghana was produced. Competency-based education was perceived positively by all stakeholder groups, and reported as the way forward in medical and dental education in Ghana through producing more confident and competent graduates. Challenges were raised, including ensuring stakeholder buy-in, organising regulator and institution communications, and securing physical infrastructure, digital resources and funding. The concept of harmonising curricula was positively received, having been previously attempted by several institutions in Ghana, but the same challenges affecting its development and implementation were identified. Conclusion: The harmonised competency-based outcomes framework developed in this study serves as a starting point in ensuring the consistent production of high quality medical and dental graduates in Ghana. Implementation will require the regulator leading and monitoring individual institutions for compliance and providing support.
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