Twelve tips to center social accountability in undergraduate medical education.

Publisher: Informa Healthcare Country of Publication: England NLM ID: 7909593 Publication Model: Print-Electronic Cited Medium: Internet ISSN: 1466-187X (Electronic) Linking ISSN: 0142159X NLM ISO Abbreviation: Med Teach Subsets: MEDLINE

Publication: London : Informa Healthcare
Original Publication: London, Update Publications.

Education, Medical, Undergraduate* ; Education, Medical*; Humans ; Canada ; Schools, Medical ; Social Responsibility ; Curriculum

As the intersections of social identities and health become increasingly evident, the need for medical schools to center their education on social accountability becomes critical. Medical schools have a responsibility to direct their curriculum to ensure graduates become competent physicians in identifying and intervening for their community's needs. These topics have historically been taught in a didactic fashion, but there lacks adequate translation of this teaching style to clinical and community health advocacy. Active learning strategies must be used to engage students to critically think and act on the inter-relationships of social issues and health. We provide 12 recommendations to optimize medical education to effectively immerse students in social accountability through the use of experiential learning within a spiral curriculum. These recommendations are based on reviews of the literature and an environmental scan of curricular activities across Canadian medical schools.

Comment in: Med Teach. 2022 Jul;44(7):817-818. (PMID: 34487463)
Comment in: Med Teach. 2022 Oct;44(10):1184. (PMID: 34629022)
Comment in: Med Teach. 2022 Nov;44(11):1304-1305. (PMID: 34711115)

Keywords: Social accountability; experiential learning; health advocacy; medical education; spiral curriculum

Date Created: 20210723 Date Completed: 20221028 Latest Revision: 20221107

20221213

10.1080/0142159X.2021.1948983

34294021