Primary Care Dean, Health Education England Yorkshire, UK.
Clinical Research Fellow, General Practice and Primary Care, University of Glasgow, Glasgow, UK.
Educ Prim Care. 2021 Nov;32(6):318-321. doi: 10.1080/14739879.2021.1966652. Epub 2021 Sep 6.
The way that we train our future GPs does not always prepare them to identify and meet the health needs of the individuals and populations they serve. In this article we describe how GP training could adapt to incorporate concepts and examples of social accountability and contribute to health equity. We explore the concept of social accountability and how it applies to GP training; the social determinants of health; and the role of the GP in mitigating health inequalities. We give examples of where GP training supports social accountability and health equity and propose twelve principles of , which provide a blueprint for action to ensure that future GPs can meet the health needs of the population they serve and help reduce unfair, unequal patient outcomes.
我们培养未来全科医生的方式并不总是能让他们有能力识别和满足其服务的个人和人群的健康需求。在本文中，我们描述了全科医生培训如何适应纳入社会责任感的概念和实例，并为卫生公平做出贡献。我们探讨了社会责任感的概念及其在全科医生培训中的应用；健康的社会决定因素；以及全科医生在减轻健康不平等方面的作用。我们举例说明了全科医生培训如何支持社会责任感和卫生公平，并提出了十二条原则，为确保未来的全科医生能够满足其服务人群的健康需求并帮助减少不公平、不平等的患者结局提供了行动蓝图。
