A Contextually Grounded Competence Framework for a Dental Education: A Multi-Method, Stakeholder-Informed Development Study

Background/Objectives: The dental profession is undergoing significant transformation driven by societal changes, technological advancements, evolving patient expectations, and increased attention to sustainability. These developments challenge traditional notions of dental competence and highlight the need for educational frameworks that support adaptability and longitudinal professional development. The aim of this study was to develop a contextually grounded competence framework for undergraduate dental education through an iterative, multi-method process informed by key educational stakeholders. Methods: A multi-method approach was used, combining a preparatory phase (literature review, interviews) with a development phase (drafting and workshops) that was revisited in response to feedback, followed by iterative voting rounds that prompted further minor revisions. A deductive exploratory mapping analysis aligned the emerging framework with existing intended learning outcomes across the curriculum. Results: The multi-method process produced descriptions of a framework that deliberately integrates roles, skills, and attributes to capture key dimensions of professional competence in dentistry. The framework includes six domains: ‘Evidence-informed’, ‘Decision-maker’, ‘Communicator’, ‘Acting with professional conduct’, ‘Health ambassador’, and ‘Collaborator and leader’. Across voting rounds, the domains were generally rated between ‘neutral’ and ‘very important’, with each round prompting minor revisions. Mapping suggested alignment between the overarching framework and the detailed curriculum. Conclusions: This study presents the outcome of a structured, exploratory multi-method process to develop a locally relevant competence framework, integrated into a dental education. The participatory design supported clarity and relevance. While sharing similarities with existing frameworks, the new framework also includes differences. The term ‘professional conduct’ was preferred rather than ‘professionalism’, and the domains ‘collaborator and leader’ and ‘decision-maker’ were identified as relevant according to employer expectations. Although the work was based locally at one dental school, the approach may be transferable to similar contexts.