Cheu Hoi F, Sameshima Pauline, Strasser Roger, Clithero-Eridon Amy R, Ross Brian, Cameron Erin, Preston Robyn, Allison Jill, Hu Connie
Department of English, Laurentian University, Sudbury, Canada.
Faculty of Education, Lakehead University, Thunder Bay, Canada.
Med Teach. 2023 Apr;45(4):404-411. doi: 10.1080/0142159X.2022.2136516. Epub 2022 Oct 26.
In an arts integrated interdisciplinary study set to investigate ways to improve social accountability (SA) in medical education, our research team has established a renewed understanding of compassion in the current SA movement.
This paper explores the co-evolution of compassion and SA.
The study used an arts integrated approach to investigate people's perceptions of SA in four medical schools across Australia, Canada, and the USA. Each school engaged approximately 25 participants who partook in workshops and in-depth interviews.
We began with a study of SA and the topic of compassion emerged out of our qualitative data and biweekly meetings within the research team. Content analysis of the data and pedagogical discussion brought us to realize the importance of compassion in the practice of SA.
The cultivation of compassion needs to play a significant role in a socially accountable medical educational system. Medical schools as educational institutions may operate themselves with compassion as a driving force in engaging partnership with students and communities. Social accountability without compassion is not SA; compassion humanizes institutional policy by engaging sympathy and care.
在一项旨在探究改善医学教育中社会问责制（SA）方法的艺术融合跨学科研究中，我们的研究团队对当前社会问责制运动中的同情心有了新的认识。
本文探讨同情心与社会问责制的共同演变。
该研究采用艺术融合方法，调查了澳大利亚、加拿大和美国四所医学院校的人们对社会问责制的看法。每所学校约有25名参与者参加了研讨会和深度访谈。
我们从对社会问责制的研究开始，同情心这一主题从我们的定性数据以及研究团队的双周会议中浮现出来。对数据的内容分析和教学讨论使我们认识到同情心在社会问责制实践中的重要性。
同情心的培养需要在一个具有社会问责性的医学教育体系中发挥重要作用。医学院校作为教育机构，可以以同情心为驱动力，与学生和社区建立合作关系来开展自身工作。没有同情心的社会问责制不是真正的社会问责制；同情心通过激发同情和关怀，使制度政策更具人性化。
