How do undergraduate medical students perceive social accountability?

Abstract

Aim: The concept of social accountability within undergraduate training is embedded within the remit of medical schools. Little is known of how medical students perceive social accountability, recognize aspects of their training contributing to the development of this concept and cultivate the underpinning values.

Methods: Students nearing graduation were recruited to participate in focus groups designed to explore their perceptions of social accountability, which curricular aspects had contributed to their understanding, and to investigate the implications of individual variations in training.

Results: Students expressed limited appreciation of the concept of social accountability and acknowledged little explicit teaching around underpinning core concepts such as awareness of local health needs, advocacy and nurturing of altruism. However, participants recognized numerous aspects of the course and learning initiatives as impacting on their attitudes towards this concept implicitly.

Conclusion: This study highlights areas of their undergraduate training that students recognize as having the greatest impact on their development into socially accountable professionals. It poses some significant challenges for health care educators in addressing unintended consequences, including an outcome-driven educational approach, in reducing students’ capacity or willingness to engage in curricular challenges often designed to embed this concept.

Acknowledgements

The authors would like to express their sincere gratitude to all those who offered their help throughout this research project. Firstly, to senior researcher, Alison Ledger, for the help she offered with the pilot study and advice regarding the facilitation of subsequent focus groups. Secondly, to fellow Leeds medical student, Joseph Dixon, for recording field notes throughout all focus group sessions.

Declaration of interest: The authors report no declarations of interest.