ArticleAdvances in medical education and practice2026
Translating Social Accountability Values into Practice: Doctors' Experiences from Problem-Based Learning Medical Curriculum in the United Arab Emirates.
Article in Advances in medical education and practice, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Abstract
Purpose: Medical schools play a crucial role in preparing future doctors to address the health needs of patients and their communities. Graduates are expected to provide socially accountable care by upholding values such as relevance, equity, quality, and cost-effectiveness. This study explores how these values are understood and applied by medical graduates trained in problem-based learning (PBL) curricula. Methods: A cross-sectional online survey was conducted among University of Sharjah medical graduates to assess their exposure to and practice of social accountability values. Results: Of the 689 graduates invited, 503 (73%) responded, including 329 (65%) women. Most respondents, 375 (75%), were practicing in the United Arab Emirates (UAE), with 310 (62%) working in secondary healthcare. During training, PBL was generally effective in covering local health issues (378, 75%), although areas such as multidisciplinary collaboration and cost-effectiveness showed lower integration ( Conclusion: These findings highlight the gap between undergraduate training and real-world application. Strengthening the medical curriculum to embed social accountability more explicitly is essential for meeting evolving community health needs.
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