| Autor: |
Abdalla ME; School of Medicine, University of Limerick, Limerick, Ireland., Taha MH; College of Medicine and Medical Education Center, University of Sharjah, Sharjah, United Arab Emirates., Onchonga D; School of Medicine, University of Limerick, Limerick, Ireland., Preston R; School of Health, Medical and Applied Sciences, CQUniversity, Rockhampton, Australia., Barber C; Schulich School of Medicine & Dentistry, Western University, London, Canada., Green-Thompson L; Faculty of Health Sciences, University of Cape Town, Rondebosch, South Africa., Taylor D; College of Medicine, Gulf Medical University, Ajman, United Arab Emirates., Cameron E; Human Sciences, NOSM University, Dr. Gilles Arcand Centre for Health Equity, Thunder Bay, Canada., Woollard R; Department of Family Practice, University of British Columbia, Vancouver, Canada., Boelen C; International Consultant in Health System and Personnel, Former Coordinator of the WHO Programme (Geneva) of Human Resources for Health, Sciez-sur-Léman, France. |
| Abstrakt: |
This AMEE guide focuses on instilling social accountability (SA) concept and values into health professions education (HPE) curricula with the goal of producing competent, compassionate healthcare professionals who can act as change agents within the healthcare system. By incorporating SA, HPE schools will instil in their students a strong sense of accountability for addressing the health needs of the communities they serve. This AMEE guide presents a comprehensive framework for embedding SA into the HPE curriculum, covering various aspects in curriculum design, implementation, and evaluation. It also includes case studies of exemplary socially accountable curricula, highlighting the experiences of schools aspiring for SA. Acknowledging how curriculum is embedded in a larger institutional structure, and that SA requires institutional commitment in its governance structure and policies is also a critical component for consideration. |
