Evaluating the Implementation and Effectiveness of Competency-Based Education in Sudanese Dental Curricula: A Comparative Analysis of Curriculum Models

Abstract

Background: Rapid advances in dental medicine necessitate a shift from traditional educational paradigms to competency-based education (CBE), which emphasizes the acquisition of specific clinical and professional skills. Aim: This study examines the implementation and effectiveness of CBE in Sudanese dental schools by comparing four curriculum models—discipline-based, hybrid, integrated, and community-based. Methods: A convergent parallel mixed-method design was employed to collect quantitative data through structured surveys and qualitative data via semi-structured interviews with students, faculty, and dental practitioners. Descriptive statistical analyses and thematic analyses were used to assess competency achievement across eight domains and to evaluate stakeholder perceptions. Results: Quantitative findings revealed robust competency attainment in the knowledge base domain, while practice management skills were significantly lacking across several models. Notably, the integrated curriculum at Ribat University achieved high scores in both communication and practice management, contrasting with gaps observed in discipline-based and hybrid models. Qualitative insights underscored the need for improved management training and stronger interdisciplinary integration. Conclusions: CBE frameworks in Sudanese dental education effectively foster essential competencies; however, targeted curricular enhancements—particularly in practice management—are required to better prepare graduates for contemporary dental practice.

Keywords

• competency-based education
• dental education
• curriculum evaluation
• interdisciplinary education
• community-based learning