SpringerLink
Log in

Social Accountability and Regional Health Priorities in Medical Education

  • Short Communication
  • Published:
Medical Science Educator Aims and scope Submit manuscript

Abstract

Social accountability in medical education refers to the commitment of medical schools to address priority health concerns of the community. Over a 2-year period, 200 Family Medicine clerkship students ranked the topics most emphasized in the first 2 years of medical school. These rankings did not align with the community health priorities of the region in which the medical school is located. While the basic science and introductory clinical material covered early in medical school is necessary, our data suggest that emphasizing the implications of this foundational curricula for addressing the regions’ health priorities is worthy of greater consideration.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Subscribe and save

Springer+ Basic
EUR 32.99 /Month
  • Get 10 units per month
  • Download Article/Chapter or Ebook
  • 1 Unit = 1 Article or 1 Chapter
  • Cancel anytime
Subscribe now

Buy Now

Price includes VAT (Spain)

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1

References

  1. Boelen C, Heck JE, World Health Organization, Division of Development of Human Resources for Health. Defining and measuring the social accountability of medical schools/Charles Boelen and Jeffery E. Heck. World Health Organization. 1995. https://apps.who.int/iris/handle/10665/59441. Accessed 1 Jul 2021

  2. Rourke J. Social accountability: a framework for medical schools to improve the health of the populations they serve. Acad Med. 2018;93(8):1120–4. https://doi.org/10.1097/ACM.0000000000002239.

    Article  Google Scholar 

  3. Mullan F. Social mission in health professions education: beyond Flexner. JAMA. 2017;318(2):122–3. https://doi.org/10.1001/jama.2017.7286.

    Article  Google Scholar 

  4. St. Onge JE, Cata AM, Horigian VE. Integration of public health in LCME accredited medical schools in Florida: a survey based study. Cureus. 2019;11(7):e5213. https://doi.org/10.7759/cureus.5213.

    Article  Google Scholar 

  5. Hew KF, Lo CK. Flipped classroom improves student learning in health professions education: a meta-analysis. BMC Med Educ. 2018;18:38. https://doi.org/10.1186/s12909-018-1144-z.

    Article  Google Scholar 

  6. Strelan P, Osborn A, Palmer E. The flipped classroom: a meta-analysis of effects on student performance across disciplines and education levels. Ed Res Rev. 2020;30:100314. https://doi.org/10.1016/j.edurev.2020.100314.

    Article  Google Scholar 

  7. Brauer DG, Ferguson KJ. The integrated curriculum in medical education; AMEE Guide No. 96. Med Teach. 2015;37:312–22. https://doi.org/10.3109/0142159X.2014.970998.

    Article  Google Scholar 

  8. Mangold KA, Bartell TR, Doobay-Persaud AA, et al. Expert consensus on inclusion of the social determinants of health in undergraduate medical education curricula. Acad Med. 2019;94(9):1355–60. https://doi.org/10.1097/ACM.0000000000002593.

    Article  Google Scholar 

  9. Roman B, Hayden C, Overman I. Wright State University Boonshoft School of Medicine. Acad Med. 2020;95:S410–3. https://doi.org/10.1097/ACM.0000000000003313.

    Article  Google Scholar 

  10. The Health Collaborative, Greater Dayton Area Hospital Association. Community Health Needs Assessment, Southwest Ohio, Northern Kentucky, Southeastern Indiana: 2019 Report. https://gdaha.org/wpcontent/uploads/2019/02/2019-CHNA-Report-1-7-19.pdf. Accessed 6 Mar 2019.

  11. U.S. Department of Health and Human Services, National Center for Chronic Disease Prevention and Health Promotion. Chronic diseases in America. 2021. https://www.cdc.gov/chronicdisease/resources/infographic/chronicdiseases.htm. Accessed 6 Jun 2021.

  12. U.S. Department of Health and Human Services, National Center for Chronic Disease Prevention and Health Promotion. Health and economic costs of chronic diseases. 2020. https://www.cdc.gov/chronicdisease/about/costs/index.htm. Accessed 12 Oct 2020.

  13. OECD. Health at a glance 2019: OECD indicators. Paris: OECD Publishing; 2019. https://doi.org/10.1787/4dd50c09-en.

  14. Firth J, Siddiqi N, Koyanagi A, et al. The Lancet Psychiatry Commission: a blueprint for protecting physical health in people with mental illness. Lancet Psychiatry. 2019;6:675–712. https://doi.org/10.1016/S2215-0366(19)30132-4.

    Article  Google Scholar 

  15. Scott KM, Lim C, Al-Hamzawi A, et al. Association of mental disorders with subsequent chronic physician conditions: world mental health surveys from 17 countries. JAMA Psychiat. 2016;73(2):150–8. https://doi.org/10.1001/jamapsychiatry.2015.2688.

    Article  Google Scholar 

  16. Melek SP, Norris DT, Paulus J. Economic impact of integrated medical-behavioral healthcare: implications for psychiatry. Milliman; 2014. https://www.coloradocoalition.org/sites/default/files/2017-01/milliaman-apa-economicimpactofintegratedmedicalbehavioralhealthcare2014.pdf. Accessed 12 Jul 2021.

  17. Kaplan RM, Milstein A. Contributions of health care to longevity: a review of 4 estimation methods. Ann Fam Med. 2019;17(3):267–72. https://doi.org/10.1370/afm.2362.

    Article  Google Scholar 

  18. Neiman AB, Ruppar T, Ho M, et al. CDC grand rounds: improving medication adherence for chronic disease management—innovations and opportunities. MMWR Morb Mortal Wkly Rep. 2017;66:1248. https://doi.org/10.15585/mmwr.mm6645a2.

    Article  Google Scholar 

  19. Federation of State Medical Boards, National Board of Medical Examiners. Step 1 Content Outline and Specifications. 2021. https://www.usmle.org/pdfs/step-1/content_step1.pdf. Accessed 12 Jul 2021.

  20. Maani N, Galea S. The role of physicians in addressing social determinants of health. JAMA. 2020;323(16):1551–2. https://doi.org/10.1001/jama.2020.1637.

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Department of Family Medicine, Boonshoft School of Medicine, Wright State University, 725 University Blvd, Dayton, OH, 45435, USA

    Paul J. Hershberger, Angie Castle & Katharine Conway

  2. Boonshoft School of Medicine, Wright State University, 725 University Blvd, Dayton, OH, 45435, USA

    Miriam M. Soliman

Authors
  1. Paul J. Hershberger
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Angie Castle
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Miriam M. Soliman
    View author publications

    You can also search for this author in PubMed Google Scholar

  4. Katharine Conway
    View author publications

    You can also search for this author in PubMed Google Scholar

Contributions

All authors contributed to the preparation of this manuscript, and have read and approved the final manuscript.

Corresponding author

Correspondence to Paul J. Hershberger.

Ethics declarations

Consent for Publication

This manuscript has not been published elsewhere nor is it under consideration for publication in another journal.

Conflict of Interest

The authors declare no competing interests.

Additional information

Publisher's Note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Hershberger, P.J., Castle, A., Soliman, M.M. et al. Social Accountability and Regional Health Priorities in Medical Education. Med.Sci.Educ. 32, 683–686 (2022). https://doi.org/10.1007/s40670-022-01560-7

Download citation

  • Accepted:

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s40670-022-01560-7

Keywords

Search

Navigation