scholarly journals Mapping health, social and health system issues and applying a social accountability inventory to a problem based learning medical curriculum

2021 ◽  
Vol 27 (1) ◽  
Author(s):  
Dervla Kelly ◽  
Sarah Hyde ◽  
Mohamed Elhassan Abdalla
Keyword(s):  
Health System ◽  
Medical Curriculum ◽  
Problem Based Learning ◽  
Social Accountability

scholarly journals Title Evaluation of the Integration of Social Accountability Values into Medical Education using a Problem-Based Learning Curriculum

2021 ◽  
Author(s):  
Nihar Ranjan Dash ◽  
Mohamed H. Taha ◽  
Sarra Shorbagi ◽  
Mohamed Elhassan Aballa
Keyword(s):  
Cost Effectiveness ◽  
Health System ◽  
United Arab Emirates ◽  
Medical Curriculum ◽  
Healthcare Providers ◽  
Problem Based Learning ◽  
Future Generation ◽  
Social Accountability ◽  
Health Concerns ◽  
The Social

Abstract BackgroundMedical schools have the obligation to direct their education toward addressing the priority health concerns of the societies that they serve. The purpose of this study was to evaluate the integration of the concepts and values of social accountability into the case scenarios that are used in a problem-based learning (PBL) curriculum at a medical school in the United Arab Emirates (UAE). Methods A validated “social accountability inventory for PBL” was used for examining 70 case scenarios in a problem-based learning (PBL) medical curriculum.ResultsThe findings of the study indicate that the majority of the case scenarios integrated the social accountably values in addressing the following: the major health problems or social health concerns of the UAE (73%), the social determinants of health (70%), the contextual integration of medical professionalism (87%), the evolving roles of doctors in the health system (79%), the healthcare referral system based on the case complexity (73%), the involvement of different stakeholders in healthcare (87%) and the psychosocial issues rather than only the disease-oriented issues (80%). However, the case scenarios were deficient in integrating other social accountability values that related to the importance of a multidisciplinary approach to patient management (29%), issues regarding the management of the health system (49%), the values of health promotion/prevention (59%), consideration of the underserved, disadvantaged or vulnerable populations in the society (62%), the socioeconomic statuses of patients (54%), ethnicity (54%) and cost-effectiveness (65%). There was variability in integrating the social accountability values in case scenarios across different units which are based on organ system. ConclusionMedical educators can use this valuable data to calibrate their curriculum content, especially when using a problem-based learning curriculum to integrate the values of social accountability such as relevance, quality, equity and cost-effectiveness to train the future generation of healthcare providers to be ready to address the ever-changing and diverse needs of the societies.

scholarly journals Improving maternal health services through social accountability interventions in Nepal: an analytical review of existing literature

2020 ◽  
Vol 41 (1) ◽  
Author(s):  
Adweeti Nepal ◽  
Santa Kumar Dangol ◽  
Anke van der Kwaak
Keyword(s):  
Maternal Health ◽  
Health Services ◽  
Health System ◽  
Maternal Health Services ◽  
Policy Formulation ◽  
Social Accountability ◽  
The Social ◽  
The Government ◽  
The Impact

Abstract Background The persistent quality gap in maternal health services in Nepal has resulted in poor maternal health outcomes. Accordingly, the Government of Nepal (GoN) has placed emphasis on responsive and accountable maternal health services and initiated social accountability interventions as a strategical approach simultaneously. This review critically explores the social accountability interventions in maternal health services in Nepal and its outcomes by analyzing existing evidence to contribute to the informed policy formulation process. Methods A literature review and desk study undertaken between December 2018 and May 2019. An adapted framework of social accountability by Lodenstein et al. was used for critical analysis of the existing literature between January 2000 and May 2019 from Nepal and other low-and-middle-income countries (LMICs) that have similar operational context to Nepal. The literature was searched and extracted from database such as PubMed and ScienceDirect, and web search engines such as Google Scholar using defined keywords. Results The study found various social accountability interventions that have been initiated by GoN and external development partners in maternal health services in Nepal. Evidence from Nepal and other LMICs showed that the social accountability interventions improved the quality of maternal health services by improving health system responsiveness, enhancing community ownership, addressing inequalities and enabling the community to influence the policy decision-making process. Strong gender norms, caste-hierarchy system, socio-political and economic context and weak enforceability mechanism in the health system are found to be the major contextual factors influencing community engagement in social accountability interventions in Nepal. Conclusions Social accountability interventions have potential to improve the quality of maternal health services in Nepal. The critical factor for successful outcomes in maternal health services is quality implementation of interventions. Similarly, continuous effort is needed from policymakers to strengthen monitoring and regulatory mechanism of the health system and decentralization process, to improve access to the information and to establish proper complaints and feedback system from the community to ensure the effectiveness and sustainability of the interventions. Furthermore, more study needs to be conducted to evaluate the impact of the existing social accountability interventions in improving maternal health services in Nepal.

scholarly journals Scope of Anatomy Teaching in Problem-based Learning (PBL) Sessions of Integrated Medical Curriculum

2013 ◽  
Vol 31 (3) ◽  
pp. 899-901
Author(s):  
Bhagath Kumar Potu ◽  
Wuna Hla Shwe ◽  
Saravanan Jagadeesan ◽  
Thidar Aung ◽  
Peh Suat Cheng
Keyword(s):  
Medical Curriculum ◽  
Problem Based Learning ◽  
Anatomy Teaching

scholarly journals Switching from a traditional undergraduate programme in (clinical) pharmacology and therapeutics to a problem-based learning programme

2020 ◽  
Author(s):  
David J. Brinkman ◽  
Teresa Monteiro ◽  
Emilia C. Monteiro ◽  
Milan C. Richir ◽  
Michiel A. van Agtmael ◽  
...  
Keyword(s):  
Clinical Pharmacology ◽  
Medical Students ◽  
Medical Training ◽  
Medical Curriculum ◽  
Problem Based Learning ◽  
Multiple Choice Questions ◽  
Working Mechanism ◽  
Undergraduate Medical Curriculum ◽  
Undergraduate Programme ◽  
Clinical Case Scenarios

Abstract Purpose The pharmacology and clinical pharmacology and therapeutics (CPT) education during the undergraduate medical curriculum of NOVA Medical School, Lisbon, Portugal, was changed from a traditional programme (i.e. discipline-based, lectures) to a problem-based learning (PBL) programme (i.e. integrated, case-based discussions) without an increase in teaching hours. The aim of this study was to investigate whether this change improved the prescribing competencies of final-year medical students. Methods Final-year students from both programmes (2015 and 2019) were invited to complete a validated prescribing assessment and questionnaire. The assessment comprised 24 multiple-choice questions in three subdomains (working mechanism, side-effects and interactions/contraindications), and five clinical case scenarios of common diseases. The questionnaire focused on self-reported prescribing confidence, preparedness for future prescribing task and education received. Results In total, 36 (22%) final-year medical students from the traditional programme and 54 (23%) from the PBL programme participated. Overall, students in the PBL programme had significantly higher knowledge scores than students in the traditional programme (76% (SD 9) vs 67% (SD 15); p = 0.002). Additionally, students in the PBL programme made significantly fewer inappropriate therapy choices (p = 0.023) and fewer erroneous prescriptions than did students in the traditional programme (p = 0.27). Students in the PBL programme felt more confident in prescribing, felt better prepared for prescribing as junior doctor and completed more drug prescriptions during their medical training. Conclusion Changing from a traditional programme to an integrated PBL programme in pharmacology and CPT during the undergraduate medical curriculum may improve the prescribing competencies of final-year students.

scholarly journals Attitudes towards sub-domains of professionalism in medical education: defining social accountability in the globalizing world

2017 ◽  
Vol 8 (2) ◽  
pp. e37-47 ◽  
Author(s):  
David Ponka ◽  
Douglas Archibald ◽  
Jessica Ngan ◽  
Brendan Wong ◽  
Sharon Johnston
Keyword(s):  
Family Medicine ◽  
Health System ◽  
Underserved Populations ◽  
Social Accountability ◽  
Health Needs ◽  
System Level ◽  
Globalizing World ◽  
Professional Duty ◽  
Interview Guide ◽  
The University

Background: Unmet health needs of populations around the world are a major contributor to lagging health outcomes globally. Medical professionals have a duty to address the health needs of their communities. In a globalizing world, the needs may seem limitless. Yet, most training involves immersion in one health system and its resources. How do practitioners reconcile this potentially limitless demand with their focused training and in understanding their duty to the populations they serve?Methods: A mixed-method design was used. We distributing a pre-validated survey examining all facets of professionalism to the Department of Family Medicine at the University of Ottawa. This was followed by interviewing a purposive sample of residents and faculty with different levels of interest in working with underserved populations, to examine attitudes towards social accountability.Results: Quantitative results did not replicate the factor structure of the pre-validated survey in our cohort. This and other gaps in individual responses were used to construct an interview guide. Interviews revealed differences between residents and faculty. Residents were likely to see social accountability as flowing from personal interest as opposed to a professional duty; and residents’ sense of duty can be met through good care of individual patients under their sphere of care. Faculty were more likely to discuss facets of care that they could influence at the health system level nationally and beyond. Conclusion: More usable and succinct instruments are needed to capture individual attitudes on social accountability. Our results identify how new physicians in family medicine in Ottawa, Canada wish to apply learning in global health to local needs, responding to the call to “think global, act local.”

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