Instilling social accountability into the health professions education curriculum with international case studies: AMEE Guide No. 175.
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| Title: | Instilling social accountability into the health professions education curriculum with international case studies: AMEE Guide No. 175. |
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| Authors: | Abdalla, Mohamed Elhassan1 Melhassan.elsayed@ul.ie, Taha, Mohamed H.2, Onchonga, David1, Preston, Robyn3, Barber, Cassandra4, Green-Thompson, Lionel5, Taylor, David6, Cameron, Erin7, Woollard, Robert8, Boelen, Charles9 |
| Source: | Medical Teacher. Jul2025, Vol. 47 Issue 7, p1083-1096. 14p. |
| Subject Terms: | *Curriculum, *Interdisciplinary education, *Medical education, *Interprofessional relations, *Rating of students, *Health occupations schools, *Curriculum planning, *Professional employee training, *Problem-based learning, *Service learning, *Case studies, Medical protocols, Medical quality control, Health policy, Social responsibility, World health, Conceptual structures, Quality assurance |
| 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. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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