An investigation on social accountability of general medicine curriculum
Keywords:
Educational needs, General medicine curriculum, Social accountability, CARE modelAbstract
Introduction: Experts consider social accountability as a new paradigm in medical education and a cultural change that is necessary to be studied and understood more deeply. One of the problems of medical education is the inadequacy of medicine graduates to meet the social accountability. Therefore, the aim of this study was to examine the general medicine curriculum for social accountability.
Methods: This cross-sectional study was conducted on three groups of experts, faculty members, and general physicians working in health centers in Mashhad in 2014. According to the needs assessment and definition of need as a requirement or preference, the research was conducted in three stages using the Delphi method, in which the opinions of experts, lecturers, and practitioners were collected and classified based on the CARE model in four areas, i.e., clinical activities, advocacy, research, and educational categories, and, ultimately, the percentage of agreement was determined.
Results: As indicated by the results of the need analysis, in order to reach social accountability of medical students of Mashhad University of Medical Sciences, the curriculum should cover four major areas, i.e., clinical activities, advocacy, research, and training. We found 38 items for social accountability that are required in the general medical curriculum, including clinical activities (12 items), advocacy (10 items), and scope of research (8 items). The educational area was comprised of 8 items. In this study, from 30 participants, only 19 people participated in the three-step Delphi, and there was a 70% response rate in the first stage and second stage, but 90.47% in the third stage.
Conclusion: There is a growing interest around the world for social accountability in medical schools and other health-related schools. It is expected that the results will be of interest to planners and policy-makers in this field so that we will observe a promotion in the culture of social accountability in Mashhad University of Medical Sciences.
References
X C. N, I. R. Social accountability in medical education. Medical Education Scholarship Forum
Proceedings. 2014.
A. J. Social Accountability: What Does the Evidence Really Say? Elsevier. 2015; 72: 346–61.
Ritz SA, Beatty K, Ellaway RH. Accounting for Social Accountability: Developing Critiques of Social
Accountability within Medical Education. Educ Health (Abingdon). 2014; 27(2): 152-7. doi: 10.4103/1357- 6283.143747, PMID: 25420977.
Yazdani S, Hoseini F, Homauni zand R. Reform in general medical degree curriculum 2008.
Awases M, Bailey R, C. B. Global Consensus for Social Accountability of Medical Schools. 2010.
Woollard B, Boelen C. Seeking impact of medical schools on health: meeting the challenges of social
accountability. Med Educ. 2012; 46(1): 21-7. doi: 10.1111/j.1365-2923.2011.04081.x, PMID: 22150193.
Heck J. Defining and measuring the social accountability of medical schools. 1995.
Yamani N, Fakhari M. Social accountability in medical education curriculum: barriers and strategies.
Iranian Journal of Medical Education. 2014; 13(12): 1082-98.
Emadzadeh A, Gholami H, Musavi Bazzaz M, Alamdaran A, Ebrahimi F. A study on the status of social
accountability of Mashhad Medical School in domain of education of General Practice (2012). 2014.
Asghari F, Samadi A, Rashidian A. Medical ethics course for undergraduate medical students: a needs
assessment study. J Med Ethics Hist Med. 2013;6. PMID: 24427484, PMCID: PMC3885212.
Broomfield D, Humphris GM. Using the Delphi technique to identify the cancer education requirements of
general practitioners. Med edu. 2001; 35(10): 928-37. PMID: 11564196.
Yousefi-Nooraie R, Rashidian A, Keating JL, Schonstein E. Teaching evidence-based practice: the teachers
consider the content. J Eval Clin Pract. 2007; 13(4): 569-75. doi: 10.1111/j.1365-2753.2007.00885.x,
PMID: 17683298.
Entezari A, Momtazmanesh N, Khojasteh A, Einollahi B. Toward social accountability of medical
education in Iran. Iranian Journal of Public Health. 2009; 38(Suppl. 1): 27-8.
Strasser RP, Lanphear JH, McCready WG, Topps MH, Hunt DD, Matte MC. Canada's new medical school:
The Northern Ontario School of Medicine: social accountability through distributed community engaged
learning. Academic medicine. Acad Med. 2009; 84(10): 1459-64. doi: 10.1097/ACM.0b013e3181b6c5d7,
PMID: 19881443.
Holmqvist M, Courtney C, Meili R, Dick A. Student-run clinics: Opportunities for interprofessional
education and increasing social accountability. J Res Interprof Pract Educ. 2012; 2(3).
Murray E, Gruppen L, Catton P, Hays R, Woolliscroft JO. The accountability of clinical education: its
definition and assessment. Med Education. 2000; 34(10): 871-9. doi: 10.1046/j.1365-2923.2000.00757.x
Wear D, Castellani B. The development of professionalism: curriculum matters. Acad Med. 2000; 75(6):
-11. doi: 10.1097/00001888-200006000-00009, PMID: 10875504.
Dharamsi S, Ho A, Spadafora SM, Woollard R. The physician as health advocate: translating the quest for
social responsibility into medical education and practice. Acad Med. 2011; 86(9): 1108-13. doi:
1097/ACM.0b013e318226b43b, PMID: 21785306.
Rezaeean M. A review of various aspects of socially accountable medical school. Rafsanjan University of
Medical Sciences. 2013; 11(2).
Boelen C, Woollard B. Social accountability and accreditation: a new frontier for educational institutions.
Medical education. 2009; 43(9): 887-94. doi: 10.1111/j.1365-2923.2009.03413.x, PMID: 19709014.
Collier R. Medical education needs overhaul to train more user-friendly physicians, AFMC says. CMAJ.
; 182(4): E201-3. doi: 10.1503/cmaj.109-3174, PMID: 20123806, PMCID: PMC2831687.
ghafari R, Amini A, yazdani S, Alizadeh M, Salek Ranjbarzadeh F. Comparison of general physicion
education plan in Iran medical school with some number of selected countries accredited in world. Iranian
Journal of Medical Education. 2011; 11(7).
Ali SK, Baig LA. Problems and issues in implementing innovative curriculum in the developing countries:
the Pakistani experience. BMC Med Educ. 2012; 12(1): 31. doi: 10.1186/1472-6920-12-31, PMID:
, PMCID: PMC3395573.
Gibbs T, McLean M. Creating equal opportunities: the social accountability of medical education. Med
teach. 2011; 33(8): 620-5. doi: 10.3109/0142159X.2011.558537, PMID: 21774647.
Omid A, Yamani N, heidari K, Mousavi A, mousavi T. Educatioal Needs of General Practitioners Who
Enrolled as Family Physicion in National Family Medicine Program and Referral System. Iranian Journal
of Medical Education. 2013; 13(6): 470-9.
Omid A, Haghjoy S, Eghbali B, Hosseini M. general practitioners and pationts disease in Isfahan: one step
toward social accuntability. Iranian Journal of Medical Education. 2012; 11(9).
Lindgren S, Karle H. Social accountability of medical education: aspects on global accreditation. Med
teach. 2011; 33(8): 667-72. doi: 10.3109/0142159X.2011.590246, PMID: 21774655.
Published
Issue
Section
License
Copyright (c) 2020 KNOWLEDGE KINGDOM PUBLISHING
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
