Strengthening competence-based oral health education through stakeholder engagement: a framework for curriculum development

Purpose This study aims to investigate the role of stakeholder engagement in competence-based education and training (CBET) curriculum development for oral health education, identifying key stakeholders, analysing their perspectives and proposing a structured framework to enhance curriculum relevance, graduate readiness and workforce integration. Design/methodology/approach A mixed-methods research approach was employed, combining qualitative and quantitative data collection techniques. Surveys were conducted with educators, graduates, employers and policymakers to assess competence gaps and perceptions of curriculum effectiveness. In-depth interviews and focus group discussions provided qualitative insights into stakeholder engagement in curriculum development. Thematic analysis was used to interpret qualitative data, while quantitative data were analysed using descriptive and inferential statistical techniques. Findings The study identified critical competence gaps in clinical training, decision-making and patient management among graduates in the field of oral health. Stakeholder engagement in curriculum design was found to be limited, with employers and graduates having minimal input. Existing competence-based training approaches were inconsistently implemented, with inadequate clinical exposure and assessment mechanisms. The study proposes a stakeholder-driven competence-based curriculum framework, incorporating structured stakeholder engagement, enhanced clinical training, standardised competence assessments and continuous curriculum review. Originality/value This study provides empirical evidence on the effectiveness and challenges of implementing CBET in oral health education in Tanzania. By integrating competence-based education theory and stakeholder theory, the proposed framework offers a structured approach to aligning training with industry needs. The findings have significant implications for curriculum reforms, policy development and the improvement of oral healthcare services, ensuring that graduates are better prepared for professional practice.