What makes a medical school socially accountable in Latin America? A report from a Latin American panel based on a qualitative approach

Püschel, Klaus; Riquelme, Arnoldo; Moore, Philippa; Rojas, Viviana; Perry, Andrés; Sapag, Jaime C.

doi:10.1080/0142159x.2017.1296119

Cited by 9 publications

(5 citation statements)

References 16 publications

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“…Several initiatives have been proposed to bridge the gap between academic centres and communities. (31,32) In contrast to other studies, none of the respondents to our questionnaire and few of the participants of the focus groups had received formal training in teaching skills. This is in contrast to another Latin America study in which 27/29 of the participants had been to a workshop to prepare to teach (33) There are several ways to learn teaching skills in Chile: workshops offered by specialty society courses, faculty development activities, formalized diploma programmes certified by universities and formal postgraduate education programs (e.g., master's, doctoral).…”

Section: Discussionmentioning

confidence: 81%

Educational expectations of professionals who teach in primary health care in Chile

Moore

Ortigoza

Grant

et al. 2020

Education for Primary Care

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With more emphasis on primary health care (PHC) both in the undergraduate and postgraduate curriculum, there is an increasing demand for high quality teaching in primary care centres. However, professionals in low and middle income countries often have little training in teaching. Britain could have an important role in supporting training the trainers in other countries. However the needs of these PHC teachers may differ from those teaching in British PHC. We explore the needs of professionals who teach in PHC in Chile through an online survey and focus groups.All the domains of competence of a clinical educator were considered to be important for training by 83% or more of the questionnaire respondents. 90% of the respondents agreed that PHC professionals should be given permission to attend courses about teaching and preferred B-learning methods. Three dimensions emerged in the focus groups. 1) The specific role of the teacher in PHC. 2) The challenges faced by teachers in PHC. 3) Intuitive teaching. An unexpected theme that emerged was the desire of the teachers to analyse and reflect on their teaching. There are enthusiastic and dedicated professionals in PHC in Chile with a strong felt-need for training in teaching skills.

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Section: Discussionmentioning

confidence: 81%

Educational expectations of professionals who teach in primary health care in Chile

Moore

Ortigoza

Grant

et al. 2020

Education for Primary Care

Self Cite

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“…A lack of accreditation standards was identified as a main barrier to improving social accountability in Latin America. 56 There was a global call that SA in medical education must be included in all accreditation processes at all levels. 24 , 57 Even though the WFME recommends SA values in its 2015 standards, this issue still needs more work to be put into practice, and further studies are needed.…”

Section: Discussionmentioning

confidence: 99%

The implementation of social accountability in medical schools in Eastern Mediterranean region: A scoping review

Taha

Abdalla

Wadi

et al. 2023

Journal of Taibah University Medical Sciences

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“…A grounded theory method was used to summarize and analyze qualitative data. This approach is frequently used in qualitative studies as "hypothesis-seeking," particularly where little is known about a phenomenon [4][5]. The basic premise of this approach is to generate theory from data rather than impose a preexisting theory or model [6].…”

Section: Methodsmentioning

confidence: 99%

“We Have a Lot of Power…”: A Medical School’s Journal Through Its New Deferred Action for Childhood Arrivals (DACA) Initiative

Wasson¹,

Chaidez²,

Hatchett³

et al. 2019

Cureus

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Purpose To describe and analyze qualitatively the impact of implementing the "Stritch Deferred Action for Childhood Arrivals (DACA) Initiative" (SDI) at the Stritch School of Medicine (SSOM), Loyola University, Chicago in 2012. The SDI is a three-step process that included: 1) opening the Stritch admissions policy to welcome DACA students to apply, 2) evaluating DACA applicants equitably with all other applicants, and 3) seeking funding to enable these students to matriculate.

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What makes a medical school socially accountable in Latin America? A report from a Latin American panel based on a qualitative approach

Abstract: Latin American leaders consider that medical schools should develop specific formative, societal, and political initiatives in order to be socially accountable.

Cited by 9 publications

References 16 publications

Educational expectations of professionals who teach in primary health care in Chile

Educational expectations of professionals who teach in primary health care in Chile

The implementation of social accountability in medical schools in Eastern Mediterranean region: A scoping review

“We Have a Lot of Power…”: A Medical School’s Journal Through Its New Deferred Action for Childhood Arrivals (DACA) Initiative

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