THEnet evaluation framework is applicable and useful across contexts. It is possible and desirable to assess progress towards social accountability in health professional schools and this is an important step in producing health professionals with knowledge, attitudes, and skills to meet the challenges of priority health needs of underserved populations.

The evaluation framework pilot study demonstrated how social accountability can be assessed through a critically reflective and comprehensive process. As social accountability focuses on the relationship between health professions schools and health system and health population outcomes, each school was able to demonstrate to students, health professionals, governments, accrediting bodies, communities and other stakeholders how current and future health care needs of populations are addressed in terms of education, research, and service learning.

This article is based on a partnership between a primary health service and a university whose shared goal was to prepare students and graduates for interprofessional practice (IPP). This collaborative process led to the development of consensus on an interprofessional capability framework. An action research methodology was adopted to study the development and progress of the partnership between university and health service providers. The initial aim was to understand their perceptions of IPP. Following this, the findings and draft capabilities were presented back to the groups. Finalisation of the capabilities took place with shared discussion and debate on how to implement them in the primary care setting. Several ideas and strategies were generated as to how to prepare effective interprofessional learning experiences for students in both environments (university and primary health care setting). Extensive stakeholder consultation from healthcare providers and educators has produced a framework, which incorporates the shared views and understandings, and can therefore be widely used in both settings. Development of a framework of capabilities for IPP, through a collaborative process, is a useful strategy for achieving agreement. Such a framework can guide curriculum for use in university and health service settings to assist incorporation of interprofessional capabilities into students' learning and practice.

BackgroundProfessional socialisation and identity arise from interactions occurring within university-based interprofessional education, and workplace-based interprofessional practice experience. However, it is unclear how closely language and concepts of academic learning situations align with workplace contexts for interprofessional learning. This paper reports on a study that brought together university-based educators responsible for teaching health professional students and health service-based practitioners who supervise students in the field.MethodsInterviews and focus groups with university-based educators and health service-base practitioners were used to explore perceptions of capabilities required for interprofessional practice. The qualitative data were then examined to explore similarities and differences in the language used by these groups.ResultsThis analysis identified that there were language differences between the university-based educators and health service based practitioners involved in the project. The former demonstrated a curriculum lens, focusing on educational activities, student support and supervision. Conversely, health service-based practitioners presented a client-centred lens, with a focus on communication, professional disposition, attitude towards clients and co-workers, and authenticity of practice.ConclusionsBuilding on these insights, we theorise about the need for students to develop the self in order to be an interprofessional practitioner. The implications for health professional education in both university and workplace settings are explored.

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Student involvement in curriculum design in OEM is entirely feasible. It can result in a curriculum similar to that designed by expert opinion but has the advantage of strongly engaging student interest.

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Introduction: In the Pacific region, there is a growing need to support medical education and supervision. Following a faculty development initiative, we pondered a question: To what extent and how do Pacific clinicians change their educational practice in a low-resource setting? Current medical education literature advocates exploring educational change in different contexts. Therefore, we aimed to expand current understandings of educational change and provide recommendations for enhancing faculty development in low-resource settings by exploring if and how clinicians in Fiji translated knowledge learnt during faculty development to their educational practice. Methods: Utilising a qualitative case study approach, we recruited nine clinicians through purposeful sampling. Data collection occurred over 3 months through reflective journals, interviews, lesson plans and videos of teaching. All data were subjected to thematic analysis. Results: Six themes represented the Pacific clinicians’ educational journey: 1) perception of faculty development, 2) reflecting on and evolving educational philosophy, 3) adapting and changing practice, 4) clinicians’ perception of student responses to their teaching, 5) inhibitors to change and 6) enablers of change. Conclusions: We further conceptualised the themes into an educational change model. Our results, together with the international literature, guided key recommendations for medical education faculty development in low-resource settings. The key recommendations included considering cultural organisational influences, clinicians’ prior educational experiences and local enablers and barriers to changing educational practice when developing relevant faculty development programs. Furthermore, clinicians in low-resource settings, such as the Pacific, require support through mentorship, flexible learning, feedback, developing communities of practice and the promotion of reflective practice to facilitate sustainable educational change.