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Time for action: key considerations for implementing social accountability in the education of health professionals

PUBLISHED | 2017 in Advances in Health Sciences Education [IF: 1.85]
DOI | 10.1007/s10459-017-9792-z
Within health professional education around the world, there exists a growing awareness of the professional duty to be socially responsible, being attentive to the needs of all members of communities, regions, and nations, especially those who disproportionately suffer from the adverse influence of social determinants. However, much work still remains to progress beyond such good intentions. Moving from contemplation to action means embracing social accountability as a key guiding principle for change. Social accountability means that health institutions attend to improving the performance of individual practitioners and health systems by directing educational and practice interventions to promote the health of all the public and assessing the systemic effects of these interventions. In this Reflection, the authors (1) review the reasons why health professional schools and their governing bodies should codify, in both curricular and accreditation standards, norms of excellence in social accountability, (2) present four considerations crucial to successfully implementing this codification, and (3) discuss the challenges such changes might entail. The authors conclude by noting that in adopting socially accountable criteria, schools will need to expand their philosophical scope to recognize social accountability as a vitally important part of their institutional professional identity.
Thomas S. Inui52
Estimated H-index: 52
(Harvard University),
Sheila Leatherman26
Estimated H-index: 26
(University of North Carolina at Chapel Hill),
Elliot S. Fisher4
Estimated H-index: 4
(Dartmouth College)
... (2 others)
Cited 16 Source
2000 in Family Medicine [IF: 1.20]
David M. Rothenberg14
Estimated H-index: 14
(New Jersey Institute of Technology),
Cynthia Haq11
Estimated H-index: 11
(University of Wisconsin-Madison),
Joseph A1
Estimated H-index: 1
... (5 others)
Increases in international travel, trade, and immigration have resulted in the movement of more than 2 million people daily across international borders and have enhanced global interdependence for health. Simultaneously, the mosaic of US society has expanded to accommodate increasingly diverse cultures, languages, and health values; these have contributed to the growing interest of US medical stu...
Cited 151 Source
Justin List5
Estimated H-index: 5
(Loyola University Chicago),
Kayhan Parsi6
Estimated H-index: 6
(Loyola University Chicago)
In this article, we discuss the growth of international service learning in undergraduate medical education and tie it to a burgeoning interest among students and educators in global health justice. The process of experience, reflection, and action is the cornerstone of cultivating a sense of social justice among students. Finally, we examine both risks and benefits to international service learni...
Cited 35 Source
Angus Dawson10
Estimated H-index: 10
(University of Birmingham),
Bruce Jennings21
Estimated H-index: 21
(Center for Humans and Nature)
When we consider the literature that has been produced exploring approaches to public health ethics, it is rare to find any mention of solidarity. One obvious conclusion is that solidarity is a meaningless or superfluous consideration. We suggest that this is not the right conclusion to draw, and that we must first understand what solidarity is and then consider what difference it might make to th...
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Charles Boelen6
Estimated H-index: 6
(University of British Columbia),
Trevor Gibbs13
Estimated H-index: 13
(University of Dundee),
Shafik Dharamsi16
Estimated H-index: 16
(University of British Columbia)
Context : There is growing interest worldwide in social accountability for medical and other health professional schools. Attempts have been made to apply the concept primarily to educational reform initiatives with limited concern towards transforming an entire institution to commit and assess its education , research and service delivery missions to better meet priority health needs in society f...
Ref 14Cited 38 Source Cite this paper
2015 in Global Health Action [IF: 1.79]
Laetitia C. Rispel15
Estimated H-index: 15
(University of the Witwatersrand),
Susan J. Armstrong2
Estimated H-index: 2
(University of the Witwatersrand)
Background : There is global emphasis on transforming health workforce education in support of universal health coverage. Objective : This paper uses a social accountability framework, specifically the World Health Organization’s six building blocks for transformative education, to explore key informants’ perspectives on nursing education in South Africa. Methods : Using a snowballing sampling tec...
Ref 45Cited 8 Source Cite this paper
Arthur W. Frank24
Estimated H-index: 24
(University of Calgary)
Through engaging narratives of illness, medical work, and nursing in which people choose to act in ways that affirm their humanity, "The Renewal of Generosity" depicts the transformation of demoralized medicine into caring relationships through generosity - generosity towards both others and oneself. Arthur Frank demonstrates how generosity is renewed through dialogue, and he also distinguishes au...
Cited 170 Source
David M. Irby43
Estimated H-index: 43
("University of California, Berkeley"),
Molly Cooke24
Estimated H-index: 24
("University of California, San Francisco"),
Bridget O'Brien10
Estimated H-index: 10
("University of California, San Francisco")
Foreword. Acknowledgments. About the Authors. Introduction. PART ONE. Today's Practice, Yesterday's Legacy, Tomorrow's Challenges. 1. Educating Physicians: Context and Challenges. 2. Being a Doctor: Foundations of Professional Education. PART TWO. Learning the Physician's Work. 3. The Student's Experience: Undergraduate Medical Education. 4. The Resident's Experience: Graduate Medical Education. P...
Ref 1Cited 404 Source
2015 in BMC Medical Education [IF: 1.57]
Maaike Flinkenflögel4
Estimated H-index: 4
(National University of Rwanda),
Jan De Maeseneer26
Estimated H-index: 26
(Ghent University),
Gboyega Ogunbanjo2
Estimated H-index: 2
(Sefako Makgatho Health Sciences University)
... (1 others)
Background International medical electives are well-accepted in medical education, with the flow of students generally being North–South. In this article we explore the learning outcomes of Rwandan family medicine residents who completed their final year elective in South Africa. We compare the learning outcomes of this South-South elective to those of North–South electives from the literature.
Ref 21Cited 2 Download Pdf Cite this paper
John R. Meurer15
Estimated H-index: 15
(Medical College of Wisconsin),
Linda N. Meurer10
Estimated H-index: 10
(Medical College of Wisconsin),
Staci Young9
Estimated H-index: 9
(Medical College of Wisconsin)
... (3 others)
One of five options for the new required Medical College of Wisconsin Pathways program, the Urban and Community Health Pathway (UCHP), links training with community needs and assets to prepare students with the knowledge, skills, and attitudes to provide effective care in urban, underserved settings; promote community health; and reduce health disparities. Students spend at least 10 hours per mont...
Ref 13Cited 25 Source Cite this paper
Cited by2
Stanley I. Innes5
Estimated H-index: 5
(Murdoch University),
Bruce F. Walker26
Estimated H-index: 26
(Murdoch University),
Charlotte Leboeuf-Yde44
Estimated H-index: 44
(University of Southern Denmark)
Download Pdf Cite this paper
2017 in Annals of global health [IF: 1.83]
William Ventres (University of Arkansas for Medical Sciences)
Source Cite this paper