The Socially Accountable Professor in Higher Education

Ross, Brian M.

doi:10.5539/jel.v7n5p181

Cited by 6 publications

(9 citation statements)

References 25 publications

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“…This reflection did not directly take into account dimensions such as the connection and impact of the academic's activity on the surrounding community (Ross, 2018), or cultural difficulties, for example, of gender or ethnic, in the academic's activity (Banchefsky & Park, 2018;Misra, Smith-Doerr, Dasgupta, Weaver, & Normanly, 2017;Sang, 2018;Ustun, & Gümüseli, 2017). These are aspects to be developed if we want more just and equitable societies.…”

Section: Resultsmentioning

confidence: 99%

Contemporary Challenges for the Academic

Ferreira¹,

Serpa²

2018

IJCE

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This reflection aims to offer a contribution on some of the main challenges that academics have to face in their professional practice. To this end, we will analyse two components of the academic’s activity – teaching and research –, as well as the potentialities of their association, mobilising in this reflection the authors’ academic experience, especially in the disciplinary field of Sociology. It is concluded that, despite the academic’s high expertise, there are several instigations that lead us to consider the need for a permanent update, so as to encourage, in an intentional and successful way, his/her action.

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Section: Resultsmentioning

confidence: 99%

Contemporary Challenges for the Academic

Ferreira¹,

Serpa²

2018

IJCE

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“…The attitude and time clinician educators and faculty devote to addressing health inequalities can be impeded by narrowly defined learning outcomes, decontextualized assessment methods and already overloaded curricula. Faculty leadership on and commitment to global and social issues is needed for curriculum change to happen [ 10 , 77 ].…”

Section: Discussionmentioning

confidence: 99%

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

Kelly

Hyde

Abdalla

2021

Medical Education Online

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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 issues.

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“…While checklists and criteria can be useful in a climate of heightened national accreditation standards, some have argued such approaches fail to respond to the complex community needs and the redistribution of power (Joshi & Houtager, 2012). Administrative and academic structures within medical schools need to meaningfully engage community (Strasser et al, 2015), with an emphasis on shared power and reciprocity between communities and the academy (Ross, 2018). It has been argued that SAME is contextual and place-based , meaning that SAME must be grounded in the historical, geographical, social, political, and cultural local contexts.…”

Section: Definitions and Discourses: Should Same Be The Same?mentioning

confidence: 99%

Socially Accountable Medical Education: Our Story Might Not Be Yours

Ross¹,

Cameron²

2021

HES

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Socially Accountable Medical Education is a global educational movement transforming the development and delivery of medical schools in higher education. It is described as an upstream policy approach that seeks to align medical education and local community healthcare needs. To better understand social accountability as a policy initiative, we conducted a narrative review to identify key themes in the literature around frameworks of implementation. Our findings illustrate that social accountability has been mostly defined to date in terms of outcomes and related-actions and that there is a lack of focus on critical social constructs, such as power and place, that can reorient processes and inequities within health systems and educational institutions. We conclude that while socially accountable medical education is a promising paradigm shift in higher education, we call for a more complexified, contextualized, and nuanced approach.

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The Socially Accountable Professor in Higher Education

Cited by 6 publications

References 25 publications

Contemporary Challenges for the Academic

Contemporary Challenges for the Academic

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

Socially Accountable Medical Education: Our Story Might Not Be Yours

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