The importance of each topic based on two indicators of perceived priority (higher scores on each indicator reflect greater perceived priority)
| Item | Score, median (IQR) | Total rank score (overall ranking) | |
|---|---|---|---|
| 1 | Role of assessments in identifying competence | 5 (4–6) | 1042 (1) |
| 15 | Undergraduate curriculum prepares for practice | 5 (5–6) | 1021 (2) |
| 12 | Promote teamwork within the dental team | 5 (4–6) | 687 (3) |
| 3 | Role of assessments in identifying underperformance | 5 (4–6) | 679 (4) |
| 2 | Providing useful feedback | 5 (4–6) | 676 (5) |
| 21 | Enhance communication skills | 5 (4–6) | 631 (6) |
| 24 | Teaching evidence-based practice | 5 (4–6) | 505 (7) |
| *7 | Select/approve educators | 5 (4–6) | 452 (8) |
| 11 | Effective workplace learning culture | 5 (4–6) | 418 (9) |
| 4 | Select/recruit dental professionals | 5 (4–6) | 383 (10=) |
| 23 | Tailoring teaching to individual learning needs | 5 (4–6) | 383 (10=) |
| *6 | Resiliency/well-being | 5 (4–6) | 366 (12) |
| 13 | Foster interprofessionalism | 5 (4–6) | 323 (13) |
| 22 | Professionalism | 5 (4–6) | 318 (14) |
| *8 | Support/value role of educators | 5 (4–6) | 288 (15) |
| 10 | Balance education/service conflicts | 5 (4–5) | 282 (16) |
| 20 | Role of simulation in education | 5 (4–6) | 258 (17) |
| 19 | Impact of technology | 4 (4–5) | 216 (18) |
| 16 | Postgraduate curriculum prepares for practice | 5 (4–6) | 179 (19) |
| *14 | Develop leadership | 4 (4–5) | 152 (20) |
| 9 | Faculty development | 5 (4–5) | 150 (21) |
| *5 | Career choice | 4 (3–5) | 126 (22) |
| 18 | Vertically integrate undergraduate/postgraduate curricula | 4 (3–5) | 121 (23) |
| 17 | Role of formal/informal curricula | 4 (3–5) | 52 (24) |
*Items 5, 6, 7, 8, 14 were not identified in Stage 1 dental education research (DER) priority-setting exercise (PSE) but were included in Stage 2 based on the medical education research (MER) PSE.6