| Autor: |
Abdalla, Mohamed Elhassan, Taha, Mohamed H., Onchonga, David, Nour, Nehal, Kelly, Dervla, Harney, Sarah, McGrath, Deirdre |
| Předmět: |
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| Zdroj: |
BMC Medical Education; 10/7/2024, Vol. 24 Issue 1, p1-12, 12p |
| Abstrakt: |
Background: Social accountability (SA) measures institutional responses to societal needs. For medical education to be socially accountable, institutions must be equitably accessible and commit to training physicians who can work with communities to address health disparities. This scoping review aimed to explore the integration of social accountability into undergraduate medical education and examine the various ways it is implemented. Methods: The authors searched PubMed, OVID Medline, CINAHL, ERIC and Scopus electronic databases for articles published between January 1995 and June 2023 to explore how SA is integrated into undergraduate medical education. The enhanced version of Arksey's and O'Malley's six-stage protocol was used. Analysis was done using the thematic analysis approach. Results: Eight hundred twenty-six articles were retrieved in the preliminary search. After the screening, 17 articles were included for final review. From the findings, three thematic areas were derived, which included strategies applied in incorporating SA into undergraduate medical education, factors influencing the adoption of SA into undergraduate medical education, and programmes used to translate SA into undergraduate medical education. Conclusion: This scoping review provides a comprehensive overview of the strategies, programs, and influencing factors related to the integration of social accountability into undergraduate medical education. The implementation of SA in undergraduate medical education is still very slow across the globe, there is an urgent need for a continued push towards making medical schools socially accountable. [ABSTRACT FROM AUTHOR] |
| Databáze: |
Complementary Index |
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