| کلیدواژههای انگلیسی مقاله |
Social accountability, Medical students, Perceptions, IntroductionIn medical education, social accountability (SA) of academic institutions has been defined by the World Health Organization as ",the obligation to direct their education, research and service activities towards addressing the priority health concerns of the community, region and/or nation that they have a mandate to serve",( 1,). The faculty of medicine is compared to a &,ldquo company&,rdquo that produces human resources in health. Therefore, it is its social accountability to instill the principles of SR in future doctors during and throughout the training. According to the available literature, the concept of SA seems to be poorly understood by both trainers and students. The students - real human engines for achieving health goals in the coming decades - should be an agent of change. In 2010, the Global Consensus proposed ten areas of change for health training institutions to become socially responsible ( 2,). The concept encourages schools to take an external look at the changing needs of society and to examine how medical practice can have a positive impact on the health of the population family medicine thus comes to embrace the concept of social accountability ( 3,). There are also several models for integrating social responsibility into training curricula, but it should be established more as a culture among students and professors ( 4,).Since 2012, an international research-action project on social accountability of French-speaking medical faculties using a pragmatic approach has emerged ( 5,). Several projects at the FMPM to concretize actions demonstrated the commitment among the 44 faculties of medicine partners of this international project. These actions were crowned by the accreditation in 2019 by the CIDMEF (International Conference of Deans and Faculties of Medicine of French Expression). The literature is rich in publications that deal with the values &,#8203 &,#8203 of SR and the link of SR with medical education however, research on SR is scarce. Among the main results of the first phase of the international French-speaking project, which was concerned with assessing the perception and knowledge of SR, the ignorance of the concepts and principles of SR and the important role of students as leverage and opportunity for better consideration of the faculties of the principles of SR appeared ( 5,). Indeed, students represented 20.8% of the 1291 participants in the survey among different profiles at the schools involved in the project. The social responsibility of the faculties of medicine is considered as a means to reconcile the students with their medical commitment ( 6,). The degree of integration of this concept by the faculties of medicine is a criterion of excellence although its measurement remains difficult. In this sense, the WHO has established a grid based on the evaluation of four values &,#8203 &,#8203 in the field of research training and services (quality, relevance, efficiency, equity) ( 1,). The translation with the students will be done during the training and after it during the medical practice. During the training, it is important to know what the students think about it, what their knowledge and representations on social responsibility are and how they view the engagement of their faculty in the realization of this concept. This sort of internal assessment would continuously provide action levers for better consideration of SR within the medical school. The aim was to explore the students&,rsquo perceptions, awareness, and understanding of the concepts and values expressed within social accountability and identify factors and areas for improvement.MethodsThis cross-sectional observational study used a self-administered electronic questionnaire. The data collection tool was developed based on the literature review, the principles of social accountability and the toolkit [The development of the Students&apos, Toolkit on Social Accountability of Medical Schools was a collaboration between the International Federation of Medical Students&apos, Associations (IFMSA) and the Training for Health Equity Network (THEnet)] ( 7,). It included 3 types of questions, &,#9642 Questions with binary answers (yes or no) or multiple choices. &,#9642 A score calculated from the responses according to a Likert scale of 4 (0 = no, 1 = a little, 2 = average, 3 = Excellent) and a 4th response modality = I don&apos,t know. The overall assessment score is interpreted according to the following intervals, o 0 to 8, Start a conversation with your classmates and school to build social accountability at your school. o 9-17, Your school has some social accountability strategies, look for ways to advocate building on these existing strategies. o 18-26, Your school is doing well look for areas of weakness and ways to advocate improving social accountability. o 27-36, Your school has a strong foundation in social accountability advocate for continued growth and leadership in social accountability &,#9642 Open-ended questions for collecting verbatims and suggestions from participants. The electronic form was structured in 3 sections, 1) socio-demographic characteristics of the participants, 2) knowledge of the concept of SAR, 3) perceptions and attitudes of the social role of students, 4) Perceptions and evaluation of the social responsibility of the medical school by its students.The 15 min questionnaire was tested with 3 students before it was distributed. Students were contacted through the institutional electronic platform and were invited to participate via a link to the school assessment database (LimeSurvey version 1.90). Three reminders were sent by email through the representatives of the students and via social media. Data collection took place between December 05, 2019, and January 09, 2020.The quantitative data were extracted by Excel and then analyzed by Statistical Package for the Social Sciences software (SPSS), version 16. The answers to the open-ended questions were grouped and then analyzed according to the content analysis method.Descriptive results were presented as numbers and percentages and means with standard deviation. The Fisher test was used to compare two percentages and the Student t-test to compare two means on two independent samples to compare age. The statistical significance level was 0.05.ResultsDescription of the participantsOut of a total of 2,128 students enrolled in the medical school in 2019, 271 participated in the survey. This corresponds to a response rate of 12.7%. Fourteen incomplete observations were excluded during the analyses. The mean age was 20.6&,plusmn 2.6 years old (N = 257). The female/male sex ratio was 1.85 (Table 1,).VariableNumber (n)Percentage (%)Study year (N=255) |
| نویسندگان مقاله |
MAJDA SEBBANI |
1Community Medicine and Public Health Department, Research Laboratory, Biosciences and Health, School of Medicine, Cadi Ayyad University, Marrakech, Morocco; 2Clinical Research Unit, Mohammed VI University Hospital, Marrakech, Morocco
LATIFA ADARMOUCH |
1Community Medicine and Public Health Department, Research Laboratory, Biosciences and Health, School of Medicine, Cadi Ayyad University, Marrakech, Morocco; 2Clinical Research Unit, Mohammed VI University Hospital, Marrakech, Morocco
ADIL MANSOURI |
1Community Medicine and Public Health Department, Research Laboratory, Biosciences and Health, School of Medicine, Cadi Ayyad University, Marrakech, Morocco; 2Clinical Research Unit, Mohammed VI University Hospital, Marrakech, Morocco
MOHAMED AMINE |
1Community Medicine and Public Health Department, Research Laboratory, Biosciences and Health, School of Medicine, Cadi Ayyad University, Marrakech, Morocco; 2Clinical Research Unit, Mohammed VI University Hospital, Marrakech, Morocco
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