Evaluation of the integration of social accountability values into medical education using a problem-based learning curriculum

• Published in: BMC medical education Vol. 22; no. 1; pp. 181 - 7
• Main Authors: Dash, Nihar Ranjan, Taha, Mohamed H, Shorbagi, Sarra, Abdalla, Mohamed Elhassan
• Format: Journal Article
• Language: English
• Published: England BioMed Central Ltd 16.03.2022; BioMed Central; BMC
• Subjects: Case scenarios; Curricula; Curriculum; Curriculum evaluation; Education, Medical; Evaluation; Humans; Medical education; Methods; Problem-Based Learning; Schools, Medical; Social accountability; Social aspects; Social Responsibility; Ireland; Medical education; Problem-based learning; Case scenarios; Social accountability
• ISSN: 1472-6920; 1472-6920
• DOI: 10.1186/s12909-022-03245-6

Medical 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). A validated "social accountability inventory for PBL" was used for examining 70 case scenarios in a problem-based learning (PBL) medical curriculum. The 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. Medical 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.