Submission ID 77817
| Code | OD-3-3 |
|---|---|
| At the end of this workshop, participants will be able to: | |
| Category | Medical Education |
| Type | Oral |
| Will the presenter be a: | Other |
| Presenter Other | Education Scientist |
| Title | What Are the Elements of A Competency-Based, Longitudinal, and Integrated Md Curriculum that Relate to the Development of Competencies Underpinned by Social Accountability? |
| Background/Purpose | While health professions education curricula are undergoing reform toward social accountability (SA), little is known about how, or what educational experiences transform learners and the processes behind such transformative action. The purpose of our study was to explore the ways in which stakeholders speak about elements of an undergraduate MD curriculum that foster the development of competencies related to SA. |
| Methods | We undertook a qualitative descriptive study at one francophone Canadian university. Through purposive convenience and snowball sampling, we conducted 16 focus groups (virtual) with the following stakeholders: a) third- and fourth-year medical students, b) clinical teachers, c) program administrators (e.g., decanal leadership, clinical educators, clerkship leads) and e) community members (e.g., community organizations, patient-partners). We used inductive thematic analysis to interpret the data. |
| Results | The participants' perspectives organized around five key themes including: a) defining a future socially accountable health professional, b) learning outcomes and educational approaches interwoven throughout the curriculum, c) learning environments that promote transformative learning, d) characteristics of a socially accountable MD program and faculty, and e) continuous quality improvement for curriculum planning. We will present findings related to each stakeholder group and those integrated across all stakeholders. |
| Discussion | Our findings provide insights regarding the elements in a competency-based, longitudinal, and integrated MD curriculum that foster the development of competencies related to social accountability. We will describe what are the sequential pathways to achieve these competencies, and therefore address a critical knowledge-practice gap regarding what contributes to the implementation of educational approaches related to SA. |
| Keyword 1 | social accountability |
| Keyword 2 | MD curriculum |
| Keyword 3 | professionalization |
| Abstract content most relevant to: (check all that apply) | Undergraduate Medical Education |
| Abstract Track - First Choice | Social Accountability |
| Authors | Tim Dubé Mariem Fourati Annabelle Cumyn Martine Chamberland Sharon Hatcher Michel Landry |
