Comparing the Undergraduate Dental Curricula of Four African Dental Schools: Identifying Commonalities and Differences for Mutual Benefit

ABSTRACT Background In response to the growth of economic ties and migration across Africa, dental schools are exploring aligning curricula regionally to support graduate mobility and standardise dental training. This study aimed to compare the dental curricula in four African countries, share best practices, and explore the possibility of establishing common standards for dental graduates in Africa. Methods Document analysis of curriculum contents was carried out by examining the formal curriculum handbooks, reports, and related documents from each dental school. The collected data were collated, mapped, and compared in tables to identify commonalities and differences. Results All four dental schools incorporated components of community‐based education, as well as horizontal and vertical integration, with clearly articulated consideration of local, societal, and contextual factors in their mission statements. Similarities were observed in teaching methods and assessment strategies, although variations existed in program duration and the description of graduate requirements and competencies. Furthermore, the description of curriculum content for the four schools revealed differences in the sequencing of preclinical and clinical subjects, as well as the scope of elective courses. Discussion The shared inclusion of a community‐based curriculum structure among all four dental schools presents an opportunity for future collaborations, facilitating the exchange of research resources and expertise aimed at addressing specific oral health diseases across Africa. This similarity further enables the dental schools to focus on interests with global impact collaboratively. While broad similarities were observed in teaching and assessment strategies, further interrogation is necessary to establish their actual implementation. Conclusion A notable commonality observed among the four schools is the strong emphasis on community‐based education deeply integrated into their respective societies. These results hold the potential to inform and promote the expansion of curricular reviews across the continent, an area that has not received adequate priority in the past.