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Mapping health, social and health system issues and applying a social accountability inventory to a problem based learning medical curriculum

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dc.contributor.author Kelly, Dervla
dc.contributor.author Hyde, Sarah
dc.contributor.author Abdalla, Mohamed Elhassan
dc.date.accessioned 2022-01-06T08:44:38Z
dc.date.available 2022-01-06T08:44:38Z
dc.date.issued 2022
dc.identifier.uri http://hdl.handle.net/10344/10881
dc.description peer-reviewed en_US
dc.description.abstract Social accountability is a powerful concept. It is applied to medical education to encourage future doctors to take action to address health inequalities and overlooked health needs of disadvantaged populations. Problem-based learning (PBL) provides an ideal setting to teach medical students about these topics. The objective of this study is to explore how well the components of social accountability are covered in a pre-clinical PBL medical curriculum and to determine the usefulness of an adapted validated social accountability framework. We identified Irish health needs and social issues through a literature review. The retrieved documents were aligned to four values (relevance, equity, cost effectiveness and quality) from a validated social accountability inventory, to generate a map of social accountability values present in the Irish health system and population. We then used the adapted validated social accountability inventory to evaluate the content of the PBL medical curriculum at an Irish medical school. We identified 45 documents, which upon analysis lead to the identification of health and social issues related to social accountability. 66 pre-clinical PBL cases included demographic, health and psychosocial issues similar to the local population. Analysing along the four social accountability values, the PBL cases demonstrated room for improvement in the equity and relevance domains. Topics for expansion are Traveller health, LGBTI health, alcohol use, climate change and more. Medical educators can use the paper as an example of how to apply this methodology to evaluate PBL cases. Adapting and applying a validated framework is a useful pedagogical exercise to understand established societal values related to social accountability to inform a medical curriculum. We identified opportunities to improve the PBL cases to depict emerging global and social issue en_US
dc.language.iso eng en_US
dc.publisher Taylor & Francis en_US
dc.relation.ispartofseries Medical Education Online;27, 2016243
dc.subject Social accountability en_US
dc.subject medical education en_US
dc.subject problem-based learning en_US
dc.title Mapping health, social and health system issues and applying a social accountability inventory to a problem based learning medical curriculum en_US
dc.type info:eu-repo/semantics/article en_US
dc.type.supercollection all_ul_research en_US
dc.type.supercollection ul_published_reviewed en_US
dc.identifier.doi 10.1080/10872981.2021.2016243
dc.rights.accessrights info:eu-repo/semantics/openAccess en_US


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