Translating medical school social missions to student experiences

Ellaway, Rachel; Roy, Kaatje Van; Preston, Robyn; Greenhill, Jennene; Clithero, Amy; Elsanousi, Salwa; Richards, Janet; Labarda, Charlie; Graves, Lisa; Mammen, M.; Assayed, Abbas Abdalrahman; Willems, Sara

doi:10.1111/medu.13417

Cited by 21 publications

(17 citation statements)

References 18 publications

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“…Further qualitative work is exploring changes in student values and desire for service over the medical education program at THEnet schools [ 29 ] and the role of faculty motivation and faculty background in contributing to these outcomes.…”

Section: Discussionmentioning

confidence: 99%

Practice intentions at entry to and exit from medical schools aspiring to social accountability: findings from the Training for Health Equity Network Graduate Outcome Study

et al. 2018

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BackgroundUnderstanding the impact of selection and medical education on practice intentions and eventual practice is an essential component of training a fit-for-purpose health workforce distributed according to population need. Existing evidence comes largely from high-income settings and neglects contextual factors. This paper describes the practice intentions of entry and exit cohorts of medical students across low and high income settings and the correlation of student characteristics with these intentions.MethodsThe Training for Health Equity Network (THEnet) Graduate Outcome Study (GOS) is an international prospective cohort study tracking learners throughout training and ten years into practice as part of the longitudinal impact assessment described in THEnet’s Evaluation Framework. THEnet is an international community of practice of twelve medical schools with a social accountability mandate. Data presented here include cross-sectional entry and exit data obtained from different cohorts of medical students involving eight medical schools in six countries and five continents. Binary logistic regression was used to create adjusted odds ratios for associations with practice intent.ResultsFindings from 3346 learners from eight THEnet medical schools in 6 countries collected between 2012 and 2016 are presented. A high proportion of study respondents at these schools come from rural and disadvantaged backgrounds and these respondents are more likely than others to express an intention to work in underserved locations after graduation at both entry and exit from medical school. After adjusting for confounding factors, rural and low income background and regional location of medical school were the most important predictors of intent to practice in a rural location. For schools in the Philippines and Africa, intention to emigrate was more likely for respondents from high income and urban backgrounds.ConclusionsThese findings, from a diverse range of schools with social accountability mandates in different settings, provide preliminary evidence for the selection and training of a medical workforce motivated to meet the needs of underserved populations. These respondents are being followed longitudinally to determine the degree to which these intentions translate into actual practice.

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Section: Discussionmentioning

confidence: 99%

Practice intentions at entry to and exit from medical schools aspiring to social accountability: findings from the Training for Health Equity Network Graduate Outcome Study

et al. 2018

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“…18 Yet, studies have shown that medical students with a clear perception of social mission with opportunities to directly experience it during their education have a better understanding of not just the term, but they operationalise it within their own practice. 19,20 Social awareness and a proclivity towards social justice require the development of a socially responsible value and belief system. However, it is not sufficient for creating socially accountable medicine in the absence of institutional responsibility.…”

Section: Discussionmentioning

confidence: 99%

Conceptualising social accountability as an attribute of medical education

Clithero-Eridon

Albright

Ross

2020

Afr. j. prim. health care fam. med.

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Background: Health professionals need to be both person- and community oriented to improve population health. For educators to create socially accountable physicians, they must move learners from understanding social accountability as an expectation to embracing and incorporating it as an aspect of professional identity that informs medical practice.Aim: The aim of this article was to assess the degree to which medical students, preceptors and community mentors understand the concept of social accountability.Setting: The setting is the KwaZulu-Natal Province in Durban, South Africa.Methods: Using an observational design, we surveyed 332 participants, including the first- and sixth-year medical students, physician preceptors and community mentors.Results: Whilst most respondents understood social accountability as requiring an action or set of actions, it was defined by some as simply the awareness one must have about the needs of their patients, community or society at large. Some respondents defined social accountability as multi-dimensional, but these definitions were the exception, not the rule. Finally, most respondents did not identify to whom the accountable party should answer.Conclusion: Whilst the development of professional identity is seen as a process of ‘becoming’, the ability to define and understand what it means to be socially accountable is not a linear process. Assessment of this progress may start with comprehending how social accountability is understood by students when they begin their education and when they are graduating, as well as in knowing how their educators, both clinical and community, define it.

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“…They need to plan, implement and assess their service, research and training in cooperation and collaboration with the civil society leaders, lawmakers, service providers and non-governmental organizations. Medical schools need to advocate for health promotion, take on leadership in social responsibility projects/studies enhancing stakeholder participation and create awareness in the society with relevant information and outcomes (Ellaway 2018). The recommendations in this theme is covered under the heading 'creating responsive and responsible governance of the medical school' in the Global Consensus document (https://healthsocialaccountability.org).…”

Section: E24mentioning

confidence: 99%