Development and validation of inventory tool to evaluate social accountability principles in case scenarios used in problem-based curriculum (Social accountability inventory for PBL)

Abstract

Social accountability (SA) is an obligation for medical schools in meeting the priority health concerns of the communities they serve. To measure the integration of SA principles into medical curricula, suitable tools are needed. This study developed and validated an inventory to assess SA values within the existing case scenarios used in problem-based learning (PBL) curricula. The Delphi technique was employed to develop and validate the new inventory. The validation used expert opinion and calculated the content validity using content validity indices (CVIs). The initial draft (Draft 0) was formulated with 25 open-ended questions. Following expert evaluation, Draft 1 had 22 closed-ended questions and the mean ratings, according to the experts, were as follows: relevance, 3.33–4.83; importance (3.5–4.8); clarity (3.33–4.83); and simplicity (3:00–4.67). Draft 2 had 19 questions. After a further round of rating and analysis, a final draft was prepared, consisting of 17 items, with CVI scores ≥ 0.8 and 100% overall satisfaction. Using this inventory tool will help health professions schools to translate SA indicators into curricular activities by identifying the gaps in their PBL curricula. Deficiencies can be either in the type of case scenarios used or the triggers embedded in the individual case scenarios, subsequently leading to the development of PBL case scenarios that address real health social needs. A revision and rewriting of the problem case scenarios to incorporate SA will be the next step.

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

“…We articulate concise definitions for items in the social accountability framework to create a map of the factors that create health inequalities in Ireland. The second stage is the content analysis of the PBL carried out using the validated social accountability inventory [ 27 ], with a secondary objective to compare the change in social accountability-related content from the 2006 cases to the 2020.…”

“…A narrative summary and graphic of the key documents is presented. The documents are categorised according to the four domains of the social accountability inventory relevance, quality, cost-effectiveness and quality [ 27 ], who derived them from the work of the WHO [ 2 ].…”

“…To convey the complexity of social accountability, in 2020, a specific tool was developed to measure the degree to which social accountability issues are covered in PBL curricula [ 27 ]. The inventory is derived from the four common core social values outlined by the WHO in the 1990s: relevance, quality, effectiveness and equity [ 2 ].…”

“…This study focuses on how the concepts of social accountability are embedded in PBL in the preclinical years of a medical curriculum, which has received little attention previously. The study seeks to use the validated Social Accountability inventory [ 27 ] adapted to the local Irish context by a literature review, which articulated explicit health and social issues within the country of Ireland. The inventory was used to carry out a content analysis of PBL cases used in a medical school curriculum to understand the types of non-biomedical information that are conveyed by the cases.…”

Title Evaluation of the Integration of Social Accountability Values into Medical Education using a Problem-Based Learning Curriculum

“…Evaluation of the social accountability concepts integration into case scenarios used in the problembased learning curriculum was performed using a validated inventory "social accountability inventory for PBL" [13]. This inventory has 17 close-ended statements distributed under the following themes (social accountability values): relevance (10 questions), equity (5 questions), cost-effectiveness (1 questions) and quality (1 question) See appendix.…”