Teaching social accountability by making the links: Qualitative evaluation of student experiences in a service-learning project

References

• Burrows MS, Chauvin S, Lazarus CJ, Chehardy P. Required service learning for medical students: Program description and student response. Teach Learn Med 1999; 11: 223–231
   Web of Science ®Google Scholar
• Cole TR, Carlin N. The suffering of physicians. Lancet 2009; 374: 1414–1415
   PubMed Web of Science ®Google Scholar
• College of Family Physicians of Canada. 2006. Four principles of family medicine [Online]. Available from: http://www.cfpc.ca/English/cfpc/about%20us/principles/default.asp?s=1 [Accessed November 4 2010]
   Google Scholar
• Collge of Medicine University of Saskatchewan 2003. Integrated Plan [Online]. Available from: http://www.medicine.usask.ca/leadership/integrated-plan/integrated_plan_updated_nov28.pdf [Accessed November 4 2010]
   Google Scholar
• Commission on the Social Determinants of Health 2008. Closing the gap in a generation: Health equity through action on the social determinants of health. Final report of the Commission on the Social Determinants of Health. Geneva: World Health Organization
   Google Scholar
• Coulehan JM, Williams PC. Vanquishing virtue: The impact of medical education. Acad Med 2001; 76: 598–605
   PubMed Web of Science ®Google Scholar
• Courran V, Rourke J. The role of medical education in the recruitment and retention of rural physicians. Med Teach 2004; 26: 265–272
   PubMedGoogle Scholar
• Creswell JW. Qualitative inquiry & research design: Choosing among five approaches. Sage, Thousand Oaks 2007
   Google Scholar
• Creswell JW, Miller DL. Determining validity in qualitative inquiry. Theory Into Pract 2000; 39: 124–130
   Web of Science ®Google Scholar
• Dickson G. Participatory action research: Theory and practice. Community nursing: Promoting Canadians health, 2nd, M Stewart. W.B. Saunders, Toronto 2000
   Google Scholar
• Dickson G, Green KL. The external researcher in participatory action research. Educ Action Res 2001; 9: 243–260
   Google Scholar
• Easterbrook M, Godwin M, Wilson R, Hodgetts G, Brown G, Pong R, Najgebauer E. Rural background and clinical rural rotations during medical training: Effect on practice location. CMAJ 1999; 160: 1159–1163
   PubMed Web of Science ®Google Scholar
• Eckenfels EJ. Contemporary medical students’ quest for self-fulfillment through community service. Acad Med 1997; 72: 1043–1050
   PubMed Web of Science ®Google Scholar
• Faulkner LR, Mccurdy RL. Teaching medical students social responsibility: The right thing to do. Acad Med 2000; 75: 346–350
   PubMed Web of Science ®Google Scholar
• Hafferty FW, Franks R. The hidden curriculum, ethics teaching, and the structure of medical education. Acad Med 1994; 69: 861–871
   PubMed Web of Science ®Google Scholar
• Health Canada. Social accountability: A vision for Canadian medical schools. Health Canada, Ottawa 2001
   Google Scholar
• Hunnert EM, Hafferty FW, Christakis D. Characteristics of the informal curriculum and trainee's ethical choices. Acad Med 1996; 71: 624–633
   PubMedGoogle Scholar
• Lalonde M. A new perspective on the health of Canadians. Government of Canada, Ottawa 1974
   Google Scholar
• Laven G, Wilkinson D. Rural doctors and rural backgrounds: How strong is the evidence? A systematic review. Aust J Rural Health 2003; 11: 277–284
   PubMedGoogle Scholar
• Lempp H, Seale C. The hidden curriculum in undergraduate medical education: Qualitative study of medical students’ perceptions of teaching. BMJ 2004; 329: 770–773
   PubMed Web of Science ®Google Scholar
• Marmot M. Achieving health equity: From root causes to fair outcomes. Lancet 2007; 370: 1153–1163
   PubMed Web of Science ®Google Scholar
• Meili R, Zaleschuk D, 2010. Social accountability at the University of Saskatchewan [Online]. Available from: http://www.medicine.usask.ca/leadership/integrated-plan/integrated_plan_updated_nov28.pdf [Accessed November 4 2010]
   Google Scholar
• Osler W. Aequanimitas with other addresses to medical students, nurses, and practitioners of medicine. Blakiston's Son, Philadelphia 1905
   Google Scholar
• Pew Health Professions Commission. Health professions education for the future: Schools in service to the nation. Center for the Health Professions, San Francisco 1993
   Google Scholar
• Schon D. The reflective practitioner. Basic Books, New York 1983
   Google Scholar
• Schon D. Education the reflective practitioner. Jossey Bass Inc, San Francisco 1987
   Google Scholar
• Seifer SD. Service-learning: Community-campus partnerships for health professions education. Acad Med 1998; 73: 273–277
   PubMed Web of Science ®Google Scholar
• Stephenson A, Higgs R, Sugarman J. Teaching professional development in medical schools. Lancet 2001; 357: 867–870
   PubMed Web of Science ®Google Scholar
• Thompson MJ, Huntington MK, Hunt DD, Pinsky LE, Brodie JJ. Educational effects of international health electives on U.S. and Canadian medical students and residents: A literature review. Acad Med 2003; 78: 342–347
   PubMed Web of Science ®Google Scholar
• Woollard RF. Caring for a common future: Medical schools social accountability. Med Educ 2006; 40: 301–313
   PubMed Web of Science ®Google Scholar
• World Health Organization. Defining and measuring the social accountability of medical schools. Division of Development of Human Resources for Health, Geneva 1995
   Google Scholar
• World Health Organization. Primary health care: Now more than ever. World Health Organization, Geneva 2007
   Google Scholar