The El-Tal El-Kebir Story: An example of social accountability from Egypt

Abstract

Medical schools can lead a community development project in collaboration with the community.

Exploring the Determinants of Community-oriented Education to Anchor Relevance in Health Professions Education: A Scoping Review

“…Prioritizing certain topics risks marginalizing others in packed curricula. As health needs evolve, curricula require continual updating which demands exibility [22]. Balancing community relevance and academic rigor remains a challenge that necessitates ongoing negotiation.…”

“…This could be coupled with policy changes mandating partnerships with underserved communities, recognizing partnerships for career progression metrics, and offering technical support for high-quality engagement. A combination of top-down mandates and bottom-up capacity building can drive progress in establishing impactful community engagement as a core mission of medical education [22].…”

Factors affecting social accountability of medical schools in the Korean context: exploratory factor and multiple regression analyses

“…Human resource (HR) 1.1 Members’ understanding of the concept of social accountability [ 7 , 32 ] 1.2 Members’ empathy for the importance of implementing social responsibility [ 4 ] 1.3 Leaders’ interest in implementation of social accountability of medical school [ 10 ] 1.4 Participation of stakeholders in the implementation of social accountability (planning, implementing, evaluating) [ 8 , 55 ] 2. Education program (ER) 2.1 Organization of education curriculum reflecting the social needs of health care in the community [ 33 , 34 ] 2.2 Education programs, projects based on communities for the underprivileged in the society [ 35 , 36 ] 2.3 Drive research projects on national and regional health care issues and health inequality [ 37 ], 2.4 Conduct clinical practice on the patient population in the community where the graduates come from [ 13 , 37 , 38 ] 2.5 Encourage faculty and students to participate in community-based service learning [ 39 , 40 ] 3. Organization internal (OI) 3.1 Statement on social accountability to establish ideology, mission, or educational objectives [ 20 , 21 , 41 ] 3.2 Organization of a committee or dedicated department in charge of performing social accountability [ 42 ] 3.3 Establishment of an organizational system for the perfor...…”

Development of a Community Orientation Program (COP) as a Community-Based Medical Education method for undergraduate medical students: An experience from India

“…(6,7) CBME has an inherent ability to identify and adapt with the changing characteristics of the community, like-socio-political situation, environmental condition, and disease trend to remain as a pillar of undergraduate medical teaching. (8,9)…”

“…(6,7) CBME has an inherent ability to identify and adapt with the changing characteristics of the community, like-socio-political situation, environmental condition, and disease trend to remain as a pillar of undergraduate medical teaching. (8,9) Undergraduate medical teaching in India is often criticised for their knowledge-based learning rather than focussing on competency-based learning. (10-13) However, the Medical Council of India (MCI), the apex regulatory body for medical teaching in India, has restructured the undergraduate curriculum recently with an aim to develop core competencies amongst students.…”