Abstract
OBJECTIVE: This study aimed to determine an evidence-based, common, undergraduate, pediatric competency framework specific to the chiropractic profession through competencies and entrustable professional activities (EPAs). METHODS: A pragmatic, exploratory, mixed-methods design was implemented to specify competencies and EPAs through grounded theory. Sequentially, 3 nominal group techniques were conducted. The results of a systematic literature review led to a curriculum enrichment process. A survey instrument was methodically developed and administered to 321 participants. Thematic analysis was used to write the curriculum, which resulted from this mixed-methods process. RESULTS: The undergraduate pediatric chiropractic curriculum framework consisted of 5 EPAs, 12 aggregate domains, 53 competency domains, and 393 items. The overall agreement with the curriculum was 90.0% by UK stakeholders. A total of 236 competencies emerged from the nominal group techniques, rising to 393 after curriculum enrichment. The curriculum reached data saturation, and no additional items were identified during the survey. CONCLUSION: Undergraduate chiropractic pediatric competencies and EPAs were created. They align to specify educational outcomes based on stakeholders' input and accreditation standards. This study also indicates that literature reviews could be performed during curricular design processes to reach earlier data saturation.