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Medical Teacher Volume 35, 2013 - Issue 1
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Measuring social accountability in health professional education: Development and international pilot testing of an evaluation framework

Measuring social accountability in health professional education: Development and international pilot testing of an evaluation framework

Sarah L. LarkinsJames Cook University, Australia; SARAH LARKINS, MBBS, BMedSci, MPH&TM, PhD, FRACGP, is an academic general practitioner and Director of Research, School of Medicine and Dentistry, James Cook University. She has been closely involved with the development and implementation of the framework and drafted this article.Correspondence[email protected]
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Robyn PrestonJames Cook University, Australia; ROBYN PRESTON, BA (DevS) (Hons), MHSc (HealthProm) PGCertDisasRefugHlth, is a PhD candidate and a Lecturer, General Practice and Rural Medicine, James Cook University. She has been closely involved with the development and pilot testing of the framework and provided input to the article.
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Marie C. MatteDalhousie University, Nova Scotia;Northern Ontario School of Medicine, Canada; MARIE MATTE, PhD, is Director, Faculty Development, Dalhousie University. She held a similar role at NOSM during the development of the framework. She was closely involved in development of the framework and pilot testing at NOSM and provided editorial comments on the manuscript.
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Iris C. LindemannFlinders University, Australia; IRIS LINDEMANN, BSc, BND, MEd, is an Assessment and Evaluation Coordinator, Flinders University School of Medicine and was involved in development of the framework, pilot testing at Flinders University and editing the manuscript.
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Rex SamsonAteneo de Zamboanga University, Philippines; REX SAMSON, MD, PhD, is Assistant Dean for Graduate Studies, Ateneo de Zamboanga School of Medicine, Philippines. He was involved in finalization of the framework, pilot testing in his school and editing of the manuscript.
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Filedito D. TandincoUniversity of the Philippines, School of Health Sciences, Leyte, Philippines; FILEDITO D. TANDINCO, MD, MSc, is from the University of the Philippines Manila – School of Health Sciences (UPM-SHS). He contributed to the development of the framework and the pilot testing at his school, and contributed editorial input to the manuscript.
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David BusoWalter Sisulu University, South Africa; DAVID BUSO, BSc, MBChB, MMed, MSc, is Head, Department of Community Medicine, WSU, South Africa. He contributed to the development of the framework, is piloting it at his school and provided editorial content to the manuscript.
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Simone J. RossJames Cook University, Australia; SIMONE ROSS, BPsych, MDR (JCU), is a Lecturer, General Practice and Rural Medicine, James Cook University. She has been heavily involved with pilot testing the framework at James Cook University and provided substantial input into the drafting of the manuscript.
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Björg PálsdóttirTraining for Health Equity Network, Belgium; BJORG PALSDOTTIR, MPA, works for the THEnet in Belgium. She was heavily involved in the developing of the evaluation framework and contributed editorial comments to the manuscript.
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André-Jacques NeusyTraining for Health Equity Network, Belgium; ANDRE-JACQUES NEUSY, MD, DTM&H, works for the THEnet in Belgium. He was involved in conceiving of and developing the common evaluation framework, and provided editorial comments on the manuscript.
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on behalf of the Training for Health Equity Network (THEnet)James Cook University, Australia
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Pages 32-45 | Published online: 26 Oct 2012
 
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Abstract

Background: Health professional schools are responsible for producing graduates with competencies and attitudes to address health inequities and respond to priority health needs. Health professional schools striving towards social accountability founded the Training for Health Equity Network (THEnet).

Aim: This article describes the development of THEnet evaluation framework for socially accountable health professional education, presents the framework to be used as a tool by other schools and discusses the findings of pilot implementation at five schools.

Methods: The framework was designed collaboratively and built on Boelen and Woollard's conceptualization, production and usability model. It includes key components, linked to aspirational statements, indicators and suggested measurement tools. Five schools completed pilot implementation, involving workshops, document/data review and focus group discussions with faculty, students and community members.

Results: Three sections of the framework consider: How does our school work?; What do we do? and What difference do we make? Pilot testing proved that the evaluation framework was acceptable and feasible across contexts and produced findings useful at school level and to compare schools. The framework is designed as a formative exercise to help schools take a critical look at their performance and progress towards social accountability. Initiatives to implement the framework more widely are underway. The framework effectively aids in identifying strengths, weaknesses and gaps, with a view to schools striving for continuous self-improvement.

Conclusion: THEnet evaluation framework is applicable and useful across contexts. It is possible and desirable to assess progress towards social accountability in health professional schools and this is an important step in producing health professionals with knowledge, attitudes, and skills to meet the challenges of priority health needs of underserved populations.

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