Primary Health Care Directorate, Faculty of Health Sciences, University of Cape Town, Cape Town, South Africa.
Department of Medicine, Faculty of Health Sciences, University of Cape Town, Cape Town, South Africa.
Perspect Med Educ. 2020 Apr;9(2):98-106. doi: 10.1007/s40037-020-00564-6.
Numerous frameworks and tools have been developed to assist medical schools striving to achieve their social accountability mandate. The purpose of this study was to design an instrument to evaluate medical students' perceptions of the key competencies of a 'socially accountable' healthcare practitioner using widely accepted frameworks which contain clear measurable outcomes.
The instrument was designed in three phases: selection of a competency-based framework, development of items, and validation of the instrument through exploratory factor analysis. Medical students in the 6‑year medical degree program at the University of Cape Town, South Africa were invited to participate in the study. Descriptive and inferential statistical analysis was performed using Stata/SE version 13.1.
Of 619 students invited to participate in the study, 484 (78%) responded. The CanMEDS framework was selected for designing the instrument, which comprised 35 statements reflecting five competencies for each CanMEDS role. Exploratory factor analysis of the student responses yielded a 28-item instrument. There was a significant difference in overall Perceptions of Social Accountability Instrument (PSAI) scores between men and women (p = 0.002) but no significant difference between the overall PSAI scores for students in the respective years of study.
This study describes the design of an instrument to evaluate medical students' perceptions of the essential competencies of socially accountable healthcare practitioners. Used longitudinally, the data may provide evidence of the successes of our programs and identify areas where further improvements are required.
为了帮助医学院实现其社会责任的使命，已经开发了许多框架和工具。本研究的目的是设计一种工具，使用广泛接受的包含明确可衡量结果的框架，评估医学生对“有社会责任”的医疗保健从业者的关键能力的看法。
该工具分三个阶段设计：选择基于能力的框架、开发项目和通过探索性因素分析验证工具。邀请南非开普敦大学六年制医学学位课程的医学生参加研究。使用 Stata/SE 版本 13.1 进行描述性和推论性统计分析。
在受邀参加研究的 619 名学生中，有 484 名（78%）学生做出了回应。选择 CanMEDS 框架来设计工具，该工具包括反映每个 CanMEDS 角色的五个能力的 35 个陈述。对学生反应的探索性因素分析得出了一个 28 项的工具。男性和女性之间的总体社会责任感评价工具（PSAI）得分存在显著差异（p=0.002），但不同学习年限的学生的总体 PSAI 得分之间没有显著差异。
本研究描述了一种评估医学生对有社会责任感的医疗保健从业者基本能力看法的工具的设计。该工具可以进行纵向使用，提供我们的项目成功的证据，并确定需要进一步改进的领域。
