Pathways, journeys and experiences: Integrating curricular activities related to social accountability within an undergraduate medical curriculum.
Background: Health professions education curricula are undergoing reform towards social accountability (SA), defined as an academic institution's obligation to orient its education, service and research to respond to societal needs. However, little is known about how or which educational experiences...
| Publicado en: | Medical Education Vol. 58; no. 5; pp. 556 - 566 |
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| Autores principales: | , , , , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
May2024
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=176608522&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 176608522 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 03080110 ESF jtl: Medical Education issn: 03080110 maglogo: Y pubinfo: dt: May2024 vid: 58 iid: 5 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 176608522 173186649 176608522 176608522 10.1111/medu.15260 176608522 ppf: 556 ppct: 10 formats: fmt: – @attributes: type: T – @attributes: type: P tig: atl: Pathways, journeys and experiences: Integrating curricular activities related to social accountability within an undergraduate medical curriculum. aug: au: Dubé, Tim V. Cumyn, Annabelle Fourati, Mariem Chamberland, Martine Hatcher, Sharon Landry, Michel affil: Department of Family Medicine and Emergency Medicine, Université de Sherbrooke, Sherbrooke Québec,, Canada sug: subj: Social Responsibility Education, Medical Curriculum Program Evaluation Students, Medical Faculty, Medical Administrative Personnel Communities Consumer Attitudes Life Experiences Human Qualitative Studies Descriptive Research Purposive Sample Convenience Sample Snowball Sample Thematic Analysis Curriculum Development Quality Improvement Female Male Funding Source Female Male ab: Background: Health professions education curricula are undergoing reform towards social accountability (SA), defined as an academic institution's obligation to orient its education, service and research to respond to societal needs. However, little is known about how or which educational experiences transform learners and the processes behind such action. For example, those responsible for the development and implementation of undergraduate medical education (UGME) programs can benefit from a deeper understanding of educational approaches that foster the development of competencies related to SA. The purpose of this paper was to learn from the perspectives of the various partners involved in a program's delivery about what curricular aspects related to SA are expressed in a UGME program. Methods: We undertook a qualitative descriptive study at a francophone Canadian university. Through purposive convenience and snowball sampling, we conducted 16 focus groups (virtual) with the following partners: (a) third‐ and fourth‐year medical students, (b) medical teachers, (c) program administrators (e.g., program leadership), (d) community members (e.g., community organisations) and (e) patient partners. We used inductive thematic analysis to interpret the data. Results: The participants' perspectives organised around four key themes including (a) the definition of a future socially accountable physician, (b) socially accountable educational activities and experiences, (c) characteristics of a socially accountable MD program and (d) suggestions for curriculum improvement and implementation. Conclusions: We extend scholarship about curricular activities related to SA from the perspectives of those involved in teaching and learning. We highlight the relevance of experiential learning, engagement with community members and patient partners and collaborative approaches to curriculum development. Our study provides a snapshot of what are the sequential pathways in fostering SA among medical students and therefore addresses a gap between knowledge and practice regarding what contributes to the implementation of educational approaches related to SA. We emphasise the need for educational innovation and research to develop and align assessment methods with teaching and learning related to SA. This study delves into how a medical training fosters socially accountable physicians. Findings underscore the importance of experiential learning, community engagement, and collaborative curriculum development. #MedEd #SocialAccountability pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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