Instilling social accountability into the health professions education curriculum with international case studies: AMEE Guide No. 175

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.

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Publication Details

Journal
Medical Teacher
Published
2024-10-17
DOI
https://doi.org/10.1080/0142159x.2024.2412098
Citations
15
Primary Topic
Innovations in Medical Education
Type
article
Field-Weighted Citation Impact
8.14
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article

Instilling social accountability into the health professions education curriculum with international case studies: AMEE Guide No. 175

Mohamed Elhassan Abdalla, Mohamed H. Taha, Charles Boelen, Robert Woollard et al.
15 citations
Medical Teacher
Innovations in Medical Education
8.14
article

Instilling social accountability into the health professions education curriculum with international case studies: AMEE Guide No. 175

Mohamed Elhassan Abdalla, Mohamed H. Taha, Charles Boelen, Robert Woollard, Cassandra Barber, Lionel Green‐Thompson, Erin Cameron, Robyn Preston, David Onchonga, David Taylor
article en
15 citations

Abstract

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.

Medical TeacherVol. 47(7)
Western University (CA), University of British Columbia (CA), University of Cape Town (ZA), Gulf Medical University (AE), University of Limerick (IE), Office of the National Coordinator for Health Information Technology (US), University of Sharjah (AE), Centre for Health Equity Studies (SE), Central Queensland University (AU), NOSM University (CA)
Quality Education
Openalex Percentile: Top 2%
Innovations in Medical Education
8.14
DOISourceOpenAlex
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