Describing competency requirements for competency-based regulatory sciences education in sub-Saharan Africa – A qualitative systematic review

Authors

  • Abigail Ekeigwe Purdue University, West Lafayette, Indiana, United States https://orcid.org/0000-0002-2695-7690
  • Bethany McGowan Purdue University, West Lafayette, Indiana, United States
  • Loran Parker Evaluation and Learning Research Centre, West Lafayette, Indiana, United States
  • Steven Byrn Purdue University, West Lafayette, Indiana, United States https://orcid.org/0000-0002-0464-4968
  • Kari Clase Purdue University, West Lafayette, Indiana, United States https://orcid.org/0000-0003-2749-6440

DOI:

https://doi.org/10.46542/pe.2022.224.4262

Keywords:

Competency, Regulatory Scientist, Sub-Saharan Africa, Qualitative systematic review

Abstract

Background: Competency-based regulatory sciences education could expand the workforce of regulatory scientists in sub-Saharan Africa. A competency framework is foundational to developing competency-based education.

Objective: To identify the entry-level competency requirements of regulatory scientists in sub-Saharan Africa.

Method: This research was a systematic review of the literature based on a pre-registered protocol. The research used the "framework synthesis" systematic review model to deductively identify competencies and code them into clusters with NVivo 12 software.

Result: Three broad clusters of competencies were identified – enabling behaviours, knowledge, and skills. The knowledge and skills clusters were further subdivided into sub-clusters: the knowledge cluster into administrative, regulatory governance/framework, and scientific knowledge, and the skills cluster into functional and technical skills.

Conclusion: The identified competencies will assist in developing an entry-level competency framework required for competency-based regulatory sciences education in sub-Saharan Africa.   

Author Biographies

Abigail Ekeigwe, Purdue University, West Lafayette, Indiana, United States

Biotechnology Innovation and Regulatory Sciences, School of Agricultural and Biological Engineering

Bethany McGowan, Purdue University, West Lafayette, Indiana, United States

Libraries and School of Information Studies

Loran Parker, Evaluation and Learning Research Centre, West Lafayette, Indiana, United States

   

Steven Byrn, Purdue University, West Lafayette, Indiana, United States

Biotechnology Innovation and Regulatory Sciences, School of Agricultural and Biological Engineering

Kari Clase, Purdue University, West Lafayette, Indiana, United States

Biotechnology Innovation and Regulatory Sciences, School of Agricultural and Biological Engineering

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Published

2022-09-18

How to Cite

Ekeigwe, A., McGowan, B., Parker, L., Byrn, S., & Clase, K. (2022). Describing competency requirements for competency-based regulatory sciences education in sub-Saharan Africa – A qualitative systematic review. Pharmacy Education, 22(4), p. 42–62. https://doi.org/10.46542/pe.2022.224.4262