The experiences of medical and pharmacy students participating in a Collaborative Online International Learning on social accountability and Global Health: a qualitative study

Abstract

Background Social accountability aims to promote a collective ethic that upholds the fundamental values of equity, efficiency, solidarity, and social justice in healthcare and is now considered as a critical mission of academic health centers. Collaborative Online International Learning (COIL) is a pedagogical approach that uses digital technology to provide experiential international learning, specifically for increasingly diverse and multicultural healthcare work environments. The SOLID'AIRS program is an innovative French-language COIL that aims to set up international exchanges and workshops on social accountability between medical and pharmacy students. The aim of our study was to assess the impact of participation in the SOLID'AIRS program on medical and pharmacy students Method Five universities in four different countries were involved in SOLID’AIRS. We conducted a qualitative study by performing individual, semi-directed interviews with students who participated in the program from 2021 to 2022. A thematic analysis was conducted in five chronological phases: (1) reading, (2) descriptive coding, (3) conceptual coding, (4) identification of themes and (5) production of a coherent thematic structure. Results After including sixteen student participants, of whom 13 were medical students, we reached saturation point and identified four main themes related to the impact of participation: 1) 'background in social accountability', 2) 'perception of the program', 3) 'perceived impacts of the program', and 4) 'difficulties encountered and avenues to improve the program'. Overall, the program was well received by all participants. The students identified the advantages and limitations of the program's distance learning format. The primary advantage of this format was its feasibility. The participants noted both professional and personal benefits of the program for their future practice. Based on the challenges faced during the first edition of SOLID'AIRS, particularly in coordinating group work and communication, participants suggested increased supervision of group projects by collaborators and organizing at least one in-person meeting for future editions of the program. The participants reported encountering difficulties during the COIL and suggested ways to improve the program. Conclusion Participating in a COIL on social accountability appears to be an effective way to adopt a reflective approach to medical practice and should be implemented and evaluated in other educational contexts.