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

Published on Oct 1, 2018in Advances in Health Sciences Education 2.55
· DOI :10.1007/s10459-017-9792-z
William Ventres10
Estimated H-index: 10
(University of El Salvador),
Charles Boelen5
Estimated H-index: 5
(World Health Organization),
Cynthia Haq12
Estimated H-index: 12
(University of Wisconsin-Madison)
Abstract
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.
  • References (77)
  • Citations (2)
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References77
Published on Jan 1, 1996
Jonathan Showstack38
Estimated H-index: 38
,
Nicole Lurie52
Estimated H-index: 52
+ 2 AuthorsThomas S. Inui60
Estimated H-index: 60
16 Citations
Published on Sep 1, 2000in Family Medicine 1.14
Cynthia Haq12
Estimated H-index: 12
,
David Rothenberg18
Estimated H-index: 18
+ 5 AuthorsJoseph A1
Estimated H-index: 1
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 students in international health. Never has it been more important for future health care professionals...
160 Citations
Published on Jan 1, 2008in The Medscape Journal of Medicine
Kayhan Parsi7
Estimated H-index: 7
,
Justin M. List5
Estimated H-index: 5
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 learning for medical students. We define “service learning,” distinguish it from service and volunteerism,...
37 Citations
Published on Jun 1, 2012in Public health reviews
Angus Dawson17
Estimated H-index: 17
(University of Birmingham),
Bruce Jennings26
Estimated H-index: 26
(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 thinking about issues in public health ethics. In this paper we, first, outline some of the existing a...
36 Citations Source Cite
Published on Sep 1, 2012in Education and Health
Charles Boelen2
Estimated H-index: 2
,
Shafik Dharamsi14
Estimated H-index: 14
(University of British Columbia),
Trevor Gibbs12
Estimated H-index: 12
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 for an efficient, equitable an sustainable health system. Methods : In this paper, we clarify the con...
41 Citations Source Cite
Published on Dec 1, 2015in Global Health Action 1.91
Susan J. Armstrong2
Estimated H-index: 2
(University of the Witwatersrand),
Laetitia C. Rispel14
Estimated H-index: 14
(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 technique, 44 key informants were selected purposively on the basis of their expertise or knowledge of ...
8 Citations Source Cite
Published on May 1, 2004
Arthur W. Frank30
Estimated H-index: 30
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 authentic dialogue from mere talk. For Frank, medicine is the face-to-face encounter that comes before...
176 Citations
Published on Jun 1, 2010
Molly Cooke28
Estimated H-index: 28
,
David M. Irby43
Estimated H-index: 43
,
Bridget O'Brien13
Estimated H-index: 13
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. PART THREE. External Pressures and Internal Forces for Change. 5. Regulating and Financing Medical Ed...
423 Citations
Published on Dec 1, 2015in BMC Medical Education 1.51
Maaike Flinkenflögel3
Estimated H-index: 3
(Ghent University),
Gboyega A Ogunbanjo4
Estimated H-index: 4
(Sefako Makgatho Health Sciences University)
+ 1 AuthorsJan De Maeseneer31
Estimated H-index: 31
(Ghent University)
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.
2 Citations Source Cite
Published on Oct 1, 2011in American Journal of Preventive Medicine 4.13
Linda N. Meurer16
Estimated H-index: 16
(Medical College of Wisconsin),
Staci Young8
Estimated H-index: 8
(Medical College of Wisconsin)
+ 3 AuthorsSabina Diehr8
Estimated H-index: 8
(Medical College of Wisconsin)
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 month on pathway activities: 4 hours of core material delivered through readings, didactics, case discus...
28 Citations Source Cite
Cited By2
Published on Nov 1, 2017in Annals of global health 1.89
William Ventres10
Estimated H-index: 10
(University of Arkansas for Medical Sciences)
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Published on Dec 1, 2018in Chiropractic & Manual Therapies
Stanley I. Innes5
Estimated H-index: 5
(Murdoch University),
Charlotte Leboeuf-Yde Dc Mph41
Estimated H-index: 41
,
Bruce F. Walker22
Estimated H-index: 22
(Murdoch University)
Background Chiropractic programs are accredited and monitored by regional Councils on Chiropractic Education (CCE). The CCE-International has historically been a federation of regional CCEs charged with harmonising world standards to produce quality chiropractic educational programs. The standards for accreditation periodically undergo revision. We conducted a comparison of the CCE-International 2016 Accreditation Standards with the previous version, looking for similarities and differences, exp...
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