ArticleBMC medical education2022
Evaluation of the integration of social accountability values into medical education using a problem-based learning curriculum.
Article in BMC medical education, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 7 papers.
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Who cites it
7 citing papers in PubMed, 21 citations in OpenAlex.
- Translating Social Accountability Values into Practice: Doctors' Experiences from Problem-Based Learning Medical Curriculum in the United Arab Emirates.Advances in medical education and practice · 2026Article
- Components of social accountability in medical education: a scoping review.BMC medical education · 2025Article
- Social Accountability in Clinical Education: A Scoping Review.Advances in medical education and practice · 2025Review
- Adoption of a Comprehensive Approach to Overcome the Challenges Involved in the Implementation of Social Accountability in Medical Education: A Brief Review.Journal of pharmacy & bioallied sciences · 2024Review
- Social accountability challenges and recommendations by community service rehabilitation therapists.South African family practice : official journal of the South African Academy of Family Practice/Primary Care · 2024Article
- Validation of IFMSA social accountability assessment tool: exploratory and confirmatory factor analysis.BMC medical education · 2023Article
- The implementation of social accountability in medical schools in Eastern Mediterranean region: A scoping review.Journal of Taibah University Medical Sciences · 2023Article
Corrections and comments
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Authors and funding
4 authors at 2 institutions in 2 countries.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundMedical schools have the obligation to direct their education toward addressing the priority health concerns of the societies that they serve. The purpose of this study was to evaluate the integration of the concepts and values of social accountability into the case scenarios that are used in a problem-based learning (PBL) curriculum at a medical school in the United Arab Emirates (UAE).
methodsA validated "social accountability inventory for PBL" was used for examining 70 case scenarios in a problem-based learning (PBL) medical curriculum.
resultsThe findings of the study showed that patient gender and age were included in all the 70 case scenarios. Vast majority of the case scenarios had successfully integrated the social accountably values in addressing the following: the major health problems or social health concerns of the UAE (73%), the social determinants of health (70%), the contextual integration of medical professionalism (87%), the evolving roles of doctors in the health system (79%), the healthcare referral system based on the case complexity (73%), the involvement of different stakeholders in healthcare (87%), psychosocial issues rather than only the disease-oriented issues (80%) and the values of health promotion/prevention (59%) cases. On the other hand, the case scenarios were deficient in integrating other social accountability values that related to the importance of treatment cost-effectiveness (91%), consideration of the underserved, disadvantaged or vulnerable populations in the society (89%), patient's ethnicity (77%), multidisciplinary approach to patient management (67%), the socioeconomic statuses of patients (53%), the issues regarding the management of the health system (39%) respectively. There was variability in integrating the social accountability values in case scenarios across different units which are based on organ system.
conclusionMedical educators and healthcare leaders can use this valuable data to calibrate the curriculum content, especially when using a problem-based learning curriculum to integrate the values of social accountability such as relevance, quality, equity and cost-effectiveness to train the future generation of healthcare providers to be ready to address the ever-changing and diverse needs of the societies.
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