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Time for action: key considerations for implementing social accountability in the education of health professionals
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)
  • Cited By (2)
Jonathan Showstack10
Estimated H-index: 10
,
Nicole Lurie3
Estimated H-index: 3
,
Sheila Leatherman9
Estimated H-index: 9
... more
Cited 16 Source
Cynthia Haq6
Estimated H-index: 6
,
Rothenberg D2
Estimated H-index: 2
,
Craig L. Gjerde9
Estimated H-index: 9
... more
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...
Ref 5Cited 156 Source
Kayhan Parsi7
Estimated H-index: 7
,
Justin 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,...
Cited 37 Source
Angus Dawson8
Estimated H-index: 8
(University of Birmingham),
Bruce Jennings8
Estimated H-index: 8
(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...
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Charles Boelen2
Estimated H-index: 2
,
Shafik Dharamsi9
Estimated H-index: 9
(University of British Columbia),
Trevor Gibbs6
Estimated H-index: 6
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...
Ref 14Cited 38 Source Cite this paper
Susan J. Armstrong2
Estimated H-index: 2
(University of the Witwatersrand),
Laetitia C. Rispel8
Estimated H-index: 8
(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 ...
Ref 45Cited 8 Source Cite this paper
Arthur W. Frank8
Estimated H-index: 8
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...
Cited 172 Source
Molly Cooke9
Estimated H-index: 9
,
David M. Irby10
Estimated H-index: 10
,
Bridget O'Brien8
Estimated H-index: 8
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...
Ref 1Cited 410 Download Pdf
Maaike Flinkenflögel5
Estimated H-index: 5
(Ghent University),
Gboyega Ogunbanjo2
Estimated H-index: 2
(Sefako Makgatho Health Sciences University),
Vincent Kalumire Cubaka4
Estimated H-index: 4
(National University of Rwanda)
... more
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
Linda N. Meurer7
Estimated H-index: 7
(Medical College of Wisconsin),
Staci Young7
Estimated H-index: 7
(Medical College of Wisconsin),
John R. Meurer8
Estimated H-index: 8
(Medical College of Wisconsin)
... more
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...
Ref 13Cited 26 Source Cite this paper
  • References (77)
  • Cited By (2)
William Ventres6
Estimated H-index: 6
(University of Arkansas for Medical Sciences)
Ref 27 Source Cite this paper
Stanley I. Innes6
Estimated H-index: 6
(Murdoch University),
Charlotte Leboeuf-Yde10
Estimated H-index: 10
,
Bruce F. Walker9
Estimated H-index: 9
(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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