Time for action: key considerations for implementing social accountability in the education of health professionals

Ventres, William; Boelen, Charles; Haq, Cynthia

doi:10.1007/s10459-017-9792-z

Cited by 44 publications

(45 citation statements)

References 61 publications

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“…Scholars define social accountability within the context of education as a willingness and ability to adjust education systems to the needs of communities (Lindgren & Karle, 2011;Ventres, Boelen & Haq, 2018). Given the growing dominance and interest in the subject, one wonders whether social accountability as a framework could lead to the production of science teachers required, especially in the rural developing world.…”

Section: Introductionmentioning

confidence: 99%

A theoretical framework for training socially accountable science teachers

Mnguni

2019

Journal for the Education of Gifted Young Scientists

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Some scholars have accepted social accountability as a framework, through which the needs of communities could be in all education systems. However, there are considerable differences in the needs of communities in resource restrained communities compared with well resources communities. Consequently, there is a need for a specific theoretical framework which will inform curriculum design for science teacher training in resource restrained communities. In such a framework, the researcher proposes the adoption of citizenship education as the philosophical basis for social accountability in education. Such as education should integrate knowledge orientation, reality orientation, and an inquiry orientation for the selection of content and planning the sequence of learning experiences. It should also reflect the citizenship-centered ideology as a central principle of the curriculum. The researcher believes that a curriculum that is based on this framework could facilitate the adoption of social transformation and social accountability.

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Section: Introductionmentioning

confidence: 99%

A theoretical framework for training socially accountable science teachers

Mnguni

2019

Journal for the Education of Gifted Young Scientists

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“…The authors of Ventres, W., Boelen, C., Haq, C. Express their conviction that social responsibility must be an important part of institutional occupational identity [28]. In their view, at the level of professional competence of medical workers, social responsibility should manifest itself not only in knowledge, but also in the real actions of specialists, especially when it comes to medical care for people in socially unfavorable conditions.…”

Section: Literature Reviewmentioning

confidence: 99%

Values-Based Orientations as a Formation Factor of the Social Responsibility of the Professional Community

Ivashova¹,

Goncharov²,

Erokhin³

et al. 2019

IJM

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The article presents the results of a study of the value orientations of specialists with higher education working in the region and representing such professional communities as IT specialists, mechanical engineers, food technologists, veterinarians and financial economists. The analysis of the influence of value orientations on attitudes to corporate social responsibility and within the boundaries of the professional community has been carried out.Corporate social responsibility is considered as an indicator of the overall image of the organization and an integral part of the corporate culture, which cannot be fully realized in practice, if not shared by members of workers, production teams, formal and, as a rule, informal leaders of which are specialists with higher education.At the level of statistical observations the professional community's understanding of the importance of professional social responsibility with localization within specific enterprises and a high status value is "own safety and the safety of others" and "wellbeing of loved ones" in the system of value orientations of professional communities of the region was obtained.The professional community of specialists describes at the level of competencies the high significance of various types of social and professional responsibility; accordingly, they are determined by their own professional activity and responsibility.

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“…By ending with a call to global health citizenship this question also emphasizes 2 key learning objectives that STEGHs ideally promote, understanding that (1) global signifies everywhere, and the root causes of inequalities in health outcomes around the world (as well as applicable responses) are similar wherever one happens to be, 24 and (2) in any global health work it is wise to consider how to practice from, and model for others, a conviction in the value of social accountability. 25…”

Section: E X P L O R At I O N T H R O U G H R E F L E C T I V E P R Amentioning

confidence: 99%

Intentional Exploration on International Service Learning Trips: Three Questions for Global Health

Ventres

2017

Annals of Global Health

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Going on short-term experiences in global health (STEGHs) is now a common occurrence among students and trainees in the health professions. 1 STEGHs, also known as short-term international service learning trips, are characterized by individuals or groups from high-income countries traveling to low-and middle-income countries for periods ranging from weeks to months to participate in service, educational activities, or research activities. 2 When seasoned clinicians, educators, and investigators temporarily go abroad to practice, teach, and conduct studies, respectively, they too are participating in STEGHs-one is never too old or too experienced to avoid growing, hopefully with the development of wisdom in mind 3-while involved in professional activities in foreign settings. Much of the literature around STEGHs increasingly focuses on ensuring benefits for host communities. 4 Simultaneously, however, many scholars are questioning whether such benefits are realistically achievable through participation in STEGHs. 5 This juxtaposition exposes obvious concerns regarding the value of STEGHs for all involved and highlights the obligation of participants from high-income countries to examine their ethical, interpersonal, and practice responsibilities in relation to their majority-world hosts. 6 Without such examination, participants in STEGHs may be at risk for exploiting the very people living in the communities they intend to help. 7

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Time for action: key considerations for implementing social accountability in the education of health professionals

Cited by 44 publications

References 61 publications

A theoretical framework for training socially accountable science teachers

A theoretical framework for training socially accountable science teachers

Values-Based Orientations as a Formation Factor of the Social Responsibility of the Professional Community

Intentional Exploration on International Service Learning Trips: Three Questions for Global Health

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