Teaching compassion for social accountability: A parallaxic investigation

Cheu, Hoi; Sameshima, Pauline; Strasser, Roger; Clithero-Eridon, Amy; Ross, Brian M.; Cameron, Erin; Preston, Robyn; Allison, Jill; Hu, Connie

doi:10.1080/0142159x.2022.2136516

Cited by 2 publications

(1 citation statement)

References 18 publications

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“…It was reported that the two concepts (compassion and social accountability) are expressions of the same ethical necessity. While the SA expresses the necessity from an institutional perspective; compassion humanizes institutional policy by engaging sympathy and care (31). At the University of KwaZulu-Natal in Durban, a community service activity programme called Making a Difference (MaD), which was part of the 1 st year medical curriculum aimed at making medical students more responsible, responsive, and accountable to community needs by engaging small groups of students with organisations that serve the local disadvantaged communities.…”

Section: Programs Used To Inculcate Sa Into Undergraduate Medical Edu...mentioning

confidence: 99%

Exploring Strategies, Programs, and Influencing Factors for Integrating Social Accountability into Undergraduate Medical Education: A Scoping Review

Abdalla,

Taha,

Onchonga

et al. 2023

Preprint

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Background: Social accountability (SA) measures institutional responses to societal needs. For medical education to be socially accountable, institutions must be equitably accessible and commit to training physicians who can work with communities to address health disparities. This scoping review aimed to explore the integration of social accountability into undergraduate medical education and examine the various ways it is implemented. Methods: The authors searched PubMed, OVID Medline, CINAHL, ERIC and Scopus electronic databases for articles published between January 1995 and June 2023 to explore how SA is integrated into undergraduate medical education. The enhanced version of Arksey's and O'Malley's six-stage protocol was used. Analysis was done using the thematic analysis approach. Results: 826 articles were retrieved in the preliminary search. After the screening, 17 articles were included for final review. From the findings, three thematic areas were derived, which included strategies applied in incorporating SA into undergraduate medical education, factors influencing the adoption of SA into undergraduate medical education, and programmes used to translate SA into undergraduate medical education. Conclusion: This scoping review provides a comprehensive overview of the strategies, programs, and influencing factors related to the integration of social accountability into undergraduate medical education. The implementation of SA in undergraduate medical education is still very slow across the globe, there is an urgent need for a continued push towards making medical schools socially accountable.

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Section: Programs Used To Inculcate Sa Into Undergraduate Medical Edu...mentioning

confidence: 99%

Exploring Strategies, Programs, and Influencing Factors for Integrating Social Accountability into Undergraduate Medical Education: A Scoping Review

Abdalla,

Taha,

Onchonga

et al. 2023

Preprint

View full text Add to dashboard Cite

show abstract

Social Responsiveness: The Key Ingredient to Achieve Social Accountability in Education and Health Care

Chhabra,

Strasser,

Cheu

2023

Education for Health

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While social accountability (SA) is regarded as an obligation or mandate for medical school administration, it runs the danger of becoming a bureaucratic checkbox. Compassion which leads to social responsiveness (SR), in contrast, is often recognized as an individual characteristic, detached from the public domain. The two, however, complement each other in practice. Institutions must be truly socially accountable, which is possible if there is spontaneous SR to the needs, and is fueled by compassion. Compassion in this article is defined as a “feeling for other people’s sufferings, and the desire to act to relieve the suffering.” Compassion has a long history, whereas SA is more recently described concept that follows the historical development of social justice. SR is the moral or ethical duty of an individual to behave in a way that benefits society. Not everyone feels the need to do something for others. Even if the need is felt, there may be a lack of will to act for the needs or to act effectively to fulfill the needs of society. The reasons are many, some visible and others not. SR provides the basis for being compassionate; hence, medical schools need to include SR as a criterion in their admissions process for student recruitment and inculcate compassion in health professions education and health care. By fostering SR and engaging compassion and self-compassion to achieve SA, we can humanize medical education systems and health care.

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Teaching compassion for social accountability: A parallaxic investigation

Cited by 2 publications

References 18 publications

Exploring Strategies, Programs, and Influencing Factors for Integrating Social Accountability into Undergraduate Medical Education: A Scoping Review

Exploring Strategies, Programs, and Influencing Factors for Integrating Social Accountability into Undergraduate Medical Education: A Scoping Review

Social Responsiveness: The Key Ingredient to Achieve Social Accountability in Education and Health Care

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