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Unpacking educational approaches for social accountability in health professions education: a scoping review.

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Τίτλος: Unpacking educational approaches for social accountability in health professions education: a scoping review.
Συγγραφείς: Zaccagnini M; School of Epidemiology and Public Health, University of Ottawa, Ottawa, Ontario, Canada.; Canadian Society of Respiratory Therapists, Ottawa, Ontario, Canada., Cameron E; Division of Human Sciences, NOSM University, Thunder Bay, Ontario, Canada.; Dr. Gilles Arcand Centre for Health Equity, Thunder Bay, Ontario, Canada., Strasser R; Division of Clinical Sciences, NOSM University, Sudbury, Ontario, Canada.; Te Huataki Waiora School of Health, University of Waikato, Hamilton, New Zealand., Razack S; Centre for Health Education Scholarship, University of British Columbia, Vancouver, British Columbia, Canada.; British Columbia Children's Hospital Research Institute, Vancouver, British Columbia, Canada., Molinaro M; Institute of Health Sciences Education, McGill University, Québec, Canada., Dubé T; Department of Family Medicine and Emergency Medicine, Faculty of Medicine and Health Sciences, Université de Sherbrooke, Sherbrooke, Québec, Canada. tim.dube@usherbrooke.ca.
Πηγή: Advances in health sciences education : theory and practice [Adv Health Sci Educ Theory Pract] 2026 Sep; Vol. 31 (4), pp. 1355-1379. Date of Electronic Publication: 2025 Dec 22.
Τύπος έκδοσης: Journal Article; Scoping Review
Γλώσσα: English
Στοιχεία περιοδικού: Publisher: Springer Netherlands Country of Publication: Netherlands NLM ID: 9612021 Publication Model: Print-Electronic Cited Medium: Internet ISSN: 1573-1677 (Electronic) Linking ISSN: 13824996 NLM ISO Abbreviation: Adv Health Sci Educ Theory Pract Subsets: MEDLINE
Imprint Name(s): Publication: <2009- > : [Dordrecht] : Springer Netherlands
Original Publication: Dordrecht ; Boston : Kluwer Academic Publishers, c1996-
Ιατρικοί όροι (MeSH): Health Occupations*/education , Social Responsibility*, Humans ; Curriculum ; Academia
Περίληψη: Health systems worldwide continue to face health inequities rooted in social, political, and economic structures. In response, health professions education (HPE) programs are increasingly aiming to prepare learners for socially accountable practice. Despite this growing attention, social accountability remains ambiguously defined and inconsistently taught, assessed, and enacted across curricula. The aim of this scoping review was to map the breadth and depth of educational approaches within HPE that promote social accountability. A scoping review was conducted following Arksey and O'Malley's six-stage framework and the Joanna Briggs Institute methodology. MEDLINE, EMBASE, CINAHL, ERIC, APA PsycINFO, and Education Source were searched for articles published from January 2000 to May 2020, with an updated search in 2024. Screening involved a calibration exercise at both title/abstract and full-text stages. Descriptive numerical analysis and reflexive thematic analysis were employed, supported by knowledge user consultation. Most articles originated in North America (n = 179; 82%) and focused on undergraduate medical education (n = 157; 71.7%), especially among future physicians (n = 122; 55.7%). Common strategies included reflection-based learning (n = 90; 41.1%), small group learning (n = 82; 37.4%), and didactic lectures (n = 80; 36.5%). Many studies described using multimodal approaches (n = 85; 38.8%). Educational approaches emphasized experiential, reflective, and community-engaged learning and were grouped into ten overarching categories. These were organized using the Guideline for Reporting Evidence-based practice Educational interventions and Teaching (GREET). By synthesizing how educational approaches to social accountability are reported, this review offers a basis for reflection, dialogue, and further inquiry into their development, delivery, and integration in HPE curricula.
(© 2025. The Author(s).)
Competing Interests: Declarations. Ethical approval: The study received ethics approval by the Université de Sherbrooke’s Research Ethics Board (#2021-3042) in accordance with the Tri-Council Policy Statement: Ethical Conduct for Research Involving Humans – TCPS 2 (2022). Financial interests: The authors have no relevant financial or non-financial interests to disclose. Competing interests: The authors declare no competing interests.
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Contributed Indexing: Keywords: Curriculum; Education; Medical; Social accountability; Social responsibility; Teaching
Entry Date(s): Date Created: 20251222 Date Completed: 20260908 Latest Revision: 20260917
Update Code: 20260917
PubMed Central ID: PMC13553656
DOI: 10.1007/s10459-025-10494-9
PMID: 41427976
Βάση Δεδομένων: MEDLINE
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  Data: Unpacking educational approaches for social accountability in health professions education: a scoping review.
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  Data: &lt;searchLink fieldCode=&quot;AU&quot; term=&quot;%22Zaccagnini+M%22&quot;&gt;Zaccagnini M&lt;/searchLink&gt;; School of Epidemiology and Public Health, University of Ottawa, Ottawa, Ontario, Canada.; Canadian Society of Respiratory Therapists, Ottawa, Ontario, Canada.&lt;br /&gt;&lt;searchLink fieldCode=&quot;AU&quot; term=&quot;%22Cameron+E%22&quot;&gt;Cameron E&lt;/searchLink&gt;; Division of Human Sciences, NOSM University, Thunder Bay, Ontario, Canada.; Dr. Gilles Arcand Centre for Health Equity, Thunder Bay, Ontario, Canada.&lt;br /&gt;&lt;searchLink fieldCode=&quot;AU&quot; term=&quot;%22Strasser+R%22&quot;&gt;Strasser R&lt;/searchLink&gt;; Division of Clinical Sciences, NOSM University, Sudbury, Ontario, Canada.; Te Huataki Waiora School of Health, University of Waikato, Hamilton, New Zealand.&lt;br /&gt;&lt;searchLink fieldCode=&quot;AU&quot; term=&quot;%22Razack+S%22&quot;&gt;Razack S&lt;/searchLink&gt;; Centre for Health Education Scholarship, University of British Columbia, Vancouver, British Columbia, Canada.; British Columbia Children&#39;s Hospital Research Institute, Vancouver, British Columbia, Canada.&lt;br /&gt;&lt;searchLink fieldCode=&quot;AU&quot; term=&quot;%22Molinaro+M%22&quot;&gt;Molinaro M&lt;/searchLink&gt;; Institute of Health Sciences Education, McGill University, Qu&#233;bec, Canada.&lt;br /&gt;&lt;searchLink fieldCode=&quot;AU&quot; term=&quot;%22Dub&#233;+T%22&quot;&gt;Dub&#233; T&lt;/searchLink&gt;; Department of Family Medicine and Emergency Medicine, Faculty of Medicine and Health Sciences, Universit&#233; de Sherbrooke, Sherbrooke, Qu&#233;bec, Canada. tim.dube@usherbrooke.ca.
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  Data: Health systems worldwide continue to face health inequities rooted in social, political, and economic structures. In response, health professions education (HPE) programs are increasingly aiming to prepare learners for socially accountable practice. Despite this growing attention, social accountability remains ambiguously defined and inconsistently taught, assessed, and enacted across curricula. The aim of this scoping review was to map the breadth and depth of educational approaches within HPE that promote social accountability. A scoping review was conducted following Arksey and O&#39;Malley&#39;s six-stage framework and the Joanna Briggs Institute methodology. MEDLINE, EMBASE, CINAHL, ERIC, APA PsycINFO, and Education Source were searched for articles published from January 2000 to May 2020, with an updated search in 2024. Screening involved a calibration exercise at both title/abstract and full-text stages. Descriptive numerical analysis and reflexive thematic analysis were employed, supported by knowledge user consultation. Most articles originated in North America (n = 179; 82%) and focused on undergraduate medical education (n = 157; 71.7%), especially among future physicians (n = 122; 55.7%). Common strategies included reflection-based learning (n = 90; 41.1%), small group learning (n = 82; 37.4%), and didactic lectures (n = 80; 36.5%). Many studies described using multimodal approaches (n = 85; 38.8%). Educational approaches emphasized experiential, reflective, and community-engaged learning and were grouped into ten overarching categories. These were organized using the Guideline for Reporting Evidence-based practice Educational interventions and Teaching (GREET). By synthesizing how educational approaches to social accountability are reported, this review offers a basis for reflection, dialogue, and further inquiry into their development, delivery, and integration in HPE curricula.&lt;br /&gt; (&#169; 2025. The Author(s).)
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  Data: Declarations. Ethical approval: The study received ethics approval by the Universit&#233; de Sherbrooke’s Research Ethics Board (#2021-3042) in accordance with the Tri-Council Policy Statement: Ethical Conduct for Research Involving Humans – TCPS 2 (2022). Financial interests: The authors have no relevant financial or non-financial interests to disclose. Competing interests: The authors declare no competing interests.
– Name: Ref
  Label: References
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      – TitleFull: Unpacking educational approaches for social accountability in health professions education: a scoping review.
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              Text: 2026 Sep
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            – TitleFull: Advances in health sciences education : theory and practice
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