Accepted Type
Oral
Code
OD1-1-4
Acceptance Declaration
Accept
Additional Information
I declare I have no actual or potential conflict of interest in relation to this program.
Was this work accepted for CCME 2020?
no
Category
General Call (Workshop, Oral Presentation, Poster Presentation)
Type
Oral
Sub Type
Education Research
Will the presenter be a:
Other
Presenter Other
Researcher
Affiliation
Considered for Poster
no
Title
Key drivers of social accountability in medical schools: Perspectives across leadership, faculty and students
Length of Presentation
Background/Purpose
Across Canada, social accountability is expected to be interwoven into medical education, guided by values of equity, social justice, and community engagement. All Canadian medical schools have taken on this challenge, but in different ways. A collaborative study using an appreciative inquiry approach was conducted to examine how schools are putting social accountability into action.
Methods
An appreciative inquiry-based research design was employed in a two-part study. Semi-structured interviews with key informant leaders (phase 1) and focus groups sessions with "front-line" students, faculty and staff (phase2) from 10 of the 17 Canadian medical schools (n=41 individuals) were conducted over a two-year period. Qualitative thematic analysis led to the identification of 10 key themes.
Results
Key drivers of social accountability in Canada were found to include accreditation standards, visionary leadership, contextually-relevant vision and mandate, champions, authentic community engagement, cultural humility, admissions policies, community-based learning, supportive organizational structure and measurement. Thematic analysis revealed that leadership is a necessary but not sufficient factor in successful progress towards social accountability; student and community-driven work is also necessary. The relationship triad of community-leadership-student was found to be particularly crucial for driving positive change in social accountability in Canada.
Conclusion
Leadership, students, staff and faculty in Canadian medical schools share similar perspectives regarding the key drivers of social accountability. Appreciative inquiry was a useful methodology in building a greater understanding around how schools are actioning social accountability values.
Keyword 1
social accountability
Keyword 2
appreciative inquiry
Keyword 3
champions
Level of Training
General
Abstract Themes
Leadership
Additional Theme (First choice)
Undergraduate
Additional Theme (Second Choice)
Assessment
Additional Theme (Third Choice)
Postgraduate
Authors
Presenter
Erin Walling
Term 1
Yes
Term 2
Yes
Term 3
Yes
Term 4
Yes
Term 5
Yes
