TY - JOUR AU - Ekeigwe, Abigail AU - McGowan, Bethany AU - Parker, Loran AU - Byrn, Steven AU - Clase, Kari PY - 2022/09/18 Y2 - 2024/03/29 TI - Describing competency requirements for competency-based regulatory sciences education in sub-Saharan Africa – A qualitative systematic review JF - Pharmacy Education JA - Pharm Educ VL - 22 IS - 4 SE - Special Edition DO - 10.46542/pe.2022.224.4262 UR - https://pharmacyeducation.fip.org/pharmacyeducation/article/view/1858 SP - p. 42-62 AB - <p><strong>Background: </strong>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.</p><p><strong>Objective:</strong> To identify the entry-level competency requirements of regulatory scientists in sub-Saharan Africa.</p><p><strong>Method:</strong> 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.</p><p><strong>Result:</strong> 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.</p><p><strong>Conclusion:</strong> The identified competencies will assist in developing an entry-level competency framework required for competency-based regulatory sciences education in sub-Saharan Africa.   </p> ER -