Redefining social accountability for medical schools – beyond codes and contracts to measuring contributions.
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| Title: | Redefining social accountability for medical schools – beyond codes and contracts to measuring contributions. |
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| Authors: | Tackett, Sean1 (AUTHOR) stacket1@jhmi.edu, Abdalla, Mohamed Elhassan2 (AUTHOR), Arja, Sateesh Babu3 (AUTHOR), Dubé, Tim4 (AUTHOR), Eaglen, Robert H.5 (AUTHOR), Gandomkar, Roghayeh6 (AUTHOR), Rojas, David7 (AUTHOR), Prihatiningsih, Titi Savitri8 (AUTHOR), You, You9 (AUTHOR) |
| Source: | Medical Teacher. Jul2026, Vol. 48 Issue 7, p1170-1179. 10p. |
| Subject Terms: | *Contracts, *Medical education, *International relations, *Medical schools, Accreditation, Social justice, Socioeconomic factors, Evaluation of human services programs, Responsibility, Medical care, Social responsibility, Human rights, Health care reform, World health, Social values, Organizational goals, Medical ethics |
| Company/Entity: | World Health Organization |
| Abstract: | The World Health Organization (WHO) defined 'social accountability for medical schools' in 1995; yet 30 years later, many remain concerned that medical schools are not living up to societal expectations. In this article, we first place the WHO's definition into historical context, then we contrast the WHO social 'contract', where schools are expected to demonstrate value for money, with the more altruistic 'code' that had been put forward previously by Abraham Flexner. We discuss contemporary barriers to advancing social accountability, including tacit assumptions about the semantics of the term accountability, the geographic communities schools should serve, how schools are financed, and expectations for school outcomes. We suggest that the future of social accountability for medical schools movesbeyond social codes and contracts to recognizing the varied ways that medical schools contribute to diverse individuals and groups within communities along a local to global spectrum. While it is unlikely that there will be universal consensus on what makes a medical school valuable to those whom it impacts, medical schools should make data available that allow others to render their own judgments and participate in conversations that help medical schools and medical education systems better align resources with needs. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | The World Health Organization (WHO) defined 'social accountability for medical schools' in 1995; yet 30 years later, many remain concerned that medical schools are not living up to societal expectations. In this article, we first place the WHO's definition into historical context, then we contrast the WHO social 'contract', where schools are expected to demonstrate value for money, with the more altruistic 'code' that had been put forward previously by Abraham Flexner. We discuss contemporary barriers to advancing social accountability, including tacit assumptions about the semantics of the term accountability, the geographic communities schools should serve, how schools are financed, and expectations for school outcomes. We suggest that the future of social accountability for medical schools movesbeyond social codes and contracts to recognizing the varied ways that medical schools contribute to diverse individuals and groups within communities along a local to global spectrum. While it is unlikely that there will be universal consensus on what makes a medical school valuable to those whom it impacts, medical schools should make data available that allow others to render their own judgments and participate in conversations that help medical schools and medical education systems better align resources with needs. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 0142159X |
| DOI: | 10.1080/0142159X.2025.2610400 |
