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Medical Teacher Volume 35, 2013 - Issue 8
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Research Article

AIDER: A model for social accountability in medical education and practice

Gurjit SandhuQueen's University, Canada; GURJIT SANDHU, PhD, is the Educational Developer of Postgraduate Medical Education at Queen's University, Kingston, Ontario, Canada.Correspondence[email protected]
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Ivneet GarchaQueen's University, Canada; IVNEET GARCHA is a Research Assistant in Postgraduate Medical Education at Queen's University, Kingston, Ontario, Canada.
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Jessica SleethQueen's University, Canada; JESSICA SLEETH, MPH, is a graduate of the Master of Public Health program at the University of Alberta. She is currently the Program Manager of the Office of Global Health, School of Medicine, at Queen's University in Kingston, Ontario.
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Karen YeatesQueen's University, Canada; KAREN YEATES, MD, FRCPC, MPH, a graduate of Queen's Medical School, is trained in Internal Medicine in Toronto. She completed a fellowship in Nephrology at Queen's University combined with a Master in Public Health from Harvard University. She is a nephrologist and Assistant Professor in the Department of Medicine at Queen's University, Kingston, Ontario.
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G. Ross WalkerQueen's University, Canada; G. ROSS WALKER, MD, FRCSC, FACS, is Dean of Postgraduate Medical Education and Associate Professor, Department of Surgery, Queen's University, Kingston, Ontario, Canada.
Pages e1403-e1408 | Published online: 27 Feb 2013

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Cassandra Barber, Saad Chahine, Jimmie Leppink & Cees van der Vleuten. (2023) Global Perceptions on Social Accountability and Outcomes: A Survey of Medical Schools. Teaching and Learning in Medicine 35:5, pages 527-536.
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Aliki Thomas, Jacqueline Roberge-Dao, Muhammad Zafar Iqbal, Nancy M. Salbach, Lori Jean Letts, Helene J. Polatajko, Susan Rappolt, Richard Debigaré, Sara Ahmed, André Bussières, Margo Paterson & Annie Rochette. (2023) Developing multisectoral strategies to promote evidence-based practice in rehabilitation: findings from an end-of-grant knowledge translation symposium. Disability and Rehabilitation 0:0, pages 1-12.
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Dervla Kelly, Sarah Hyde & Mohamed Elhassan Abdalla. (2022) Mapping health, social and health system issues and applying a social accountability inventory to a problem based learning medical curriculum. Medical Education Online 27:1.
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Mohamed Elhassan Abdalla, Nihar Ranjan Dash, Sarra Shorbagi & Mohamed H. Taha. (2021) Development and validation of inventory tool to evaluate social accountability principles in case scenarios used in problem-based curriculum (Social accountability inventory for PBL). Medical Education Online 26:1.
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Helly Goez, Hollis Lai, Joanne Rodger, Pamela Brett-MacLean & Tracey Hillier. (2020) The DISCuSS model: Creating connections between community and curriculum – A new lens for curricular development in support of social accountability. Medical Teacher 42:9, pages 1058-1064.
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Margaret M. Plack, Ellen F. Goldman, Andrea R. Scott, Christine Pintz, Debra Herrmann, Kathleen Kline, Tracey Thompson & Shelley B. Brundage. (2018) Systems Thinking and Systems-Based Practice Across the Health Professions: An Inquiry Into Definitions, Teaching Practices, and Assessment. Teaching and Learning in Medicine 30:3, pages 242-254.
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Robyn Preston, Sarah Larkins, Judy Taylor & Jenni Judd. (2016) From personal to global: Understandings of social accountability from stakeholders at four medical schools. Medical Teacher 38:10, pages 987-994.
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Articles from other publishers (10)

Francesca Rossignoli, Andrea Lionzo, Thomas Henschel & Börje Boers. (2023) Knowledge sharing in family SMEs: the role of communities of practice. Journal of Family Business Management.
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Brianne Wood, Ghislaine Attema, Brian Ross & Erin Cameron. (2022) A conceptual framework to describe and evaluate a socially accountable learning health system: Development and application in a northern, rural, and remote setting. The International Journal of Health Planning and Management 37:S1, pages 59-78.
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A Mirjani Aghdam, A Khorshidi, N Barzegar, S Moradi & S Ahmady. (2022) Accountable Education Pattern for Rehabilitation Sciences curriculum. Research in Medical Education 14:1, pages 13-23.
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Marie Hatem, Aboubakary Sanou, Bernard Millette, Ségolène de Rouffignac & Majda Sebbani. (2022) La responsabilité sociale en santé : référents conceptuels, valeurs et suggestions pour l’apprentissage. Une revue méthodique et systématique de la littérature. Pédagogie Médicale 23:1, pages 27-48.
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María Teresa Alfonso Roca & Milagros García Barbero. (2021) La responsabilidad social de las facultades de Medicina. Una exigencia inaplazable para adaptarse a las necesidades de la población. Educación Médica 22:2, pages 99-105.
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Cassandra BarberCees van der VleutenJimmie LeppinkSaad Chahine. (2020) Social Accountability Frameworks and Their Implications for Medical Education and Program Evaluation: A Narrative Review. Academic Medicine 95:12, pages 1945-1954.
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Claudia Naidu, Steve Reid & Vanessa Burch. (2020) Development of a CanMEDS-based instrument for evaluating medical students’ perceptions of the key competencies of a socially accountable healthcare practitioner. Perspectives on Medical Education 9:2, pages 98-106.
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Yoon Min Gil & Woo Taek Jeon. (2019) Social Accountability of Medical Schools: Concept and Implementation. Korean Medical Education Review 21:3, pages 127-136.
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Meral Demirören. (2019) Tıp eğitimi ve sosyal sorumluluk. STED / Sürekli Tıp Eğitimi Dergisi, pages 61-68.
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Lionel P. Green-Thompson, Patricia McInerney & Bob Woollard. (2017) The social accountability of doctors: a relationship based framework for understanding emergent community concepts of caring. BMC Health Services Research 17:1.
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