Producing a socially accountable medical school: AMEE Guide No. 109

Abstract

Health systems worldwide are confronted with challenges due to increased demand from their citizens, an aging population, a variety of health risks and limited resources. Key health stakeholders, including academic institutions and medical schools, are urged to develop a common vision for a more efficient and equitable health sector. It is in this environment that Boelen and Heck defined the concept of the “Social Accountability of Medical Schools” – a concept that encourages schools to produce not just highly competent professionals, but professionals who are equipped to respond to the changing challenges of healthcare through re-orientation of their education, research and service commitments, and be capable of demonstrating a positive effect upon the communities they serve.

Social Accountability calls on the academic institution to demonstrate an impact on the communities served and thus make a contribution for a just and efficient health service, through mutually beneficial partnerships with other healthcare stakeholders. The purpose of this Guide is to explore the concept of Social Accountability, to explain it in more detail through examples and to identify ways to overcome obstacles to its development. Although in the Guide reference is frequently made to medical schools, the concept is equally applicable to all forms of education allied to healthcare.

Disclosure statement

The authors report no conflicts of interest. The authors alone are responsible for the content and writing of the article.

Notes on contributors

Charles Boelen, MD, MPH, MSc (Epid), MSc (HP Educ.), is an international consultant in health systems and personnel, and a former coordinator of the WHO program on resources for health. In his 30-year career within the WHO, he worked with governmental and academic institutions on national health workforce projects in numerous countries and contributed to international policies and strategies, in this domain. He co-chairs the Global Consensus for Social Accountability group.

David Pearson, MA MB. ChB MMedSc FHEA FRCGP EdD, is a Family Doctor in Yorkshire, England and Director of the Academy of Primary Care, Hull York Medical School (HYMS). In his role as Deputy Dean (Education) at HYMS David led the medical school’s successful ASPIRE Social Accountability application and has subsequently been involved in both strengthening social accountability in the school, and contributing to the work of the AMEE ASPIRE-to-Excellence Social Accountability Panel.

Arthur Kaufman, MD, is a Distinguished Professor of Family and Community Medicine and Vice Chancellor for Community Health, University of New Mexico. A leader in the field of community-based medical education and health services to marginalized populations, he has helped develop integrated service-learning models addressing social determinants with outcomes measured by a community’s health.

James Rourke, MD, CCFP(EM), MCISci, FCFP, FRRMS, FCAHS, LLD, is a Professor of Family Medicine and Dean of Medicine Memorial University of Newfoundland and has been heavily involved developing social accountability locally, nationally, and internationally including the Future of Medical Education in Canada projects and the AMEE ASPIRE-to-Excellence Social Accountability Panel Chair.

Robert Woollard, MD CCFP FCFP, is a Professor of Family Medicine at the University of British Columbia in Canada. He has extensive national and international experience in the fields of medical education, ecosystem health, and international community development. He works extensively in the issue of the social accountability of medical schools and is currently actively involved in Nepal, Africa, and Indonesia on social accountability, primary care, and accreditation systems. He is Co-chair of the Global Consensus for Social Accountability of Medical Schools (GCSA)

David C. Marsh, MD, is a Professor of Clinical Sciences, Deputy Dean and Associate Dean, Community Engagement, NOSM in Canada. David’s research and clinical work is in Addiction Medicine with a specific focus on harm reduction, evidence-based public policy, and innovative interventions for prevention and treatment of Opioid Dependence in socially marginalized populations. His medical education leadership and research are in social accountability and community engagement that leads to involvement and empowerment of Indigenous, linguistic minority, and rural communities.

Trevor Gibbs, MD, SFHEA, DA. FAcadMED, MMedSc, FRCGP, FAMEE, is a Development Officer of AMEE and BEME Review Editorial Committee secretary. As a WHO Consultant in Medical Education, Adolescent Health & Primary Care he has extensive experience in international medical education. He is a core member of the GCSA group.