Medical Education Research and Scholarship Unit, Lee Kong Chian School of Medicine, Nanyang Technological University, 11 Mandalay Road, Singapore, 308232, Singapore.
Christian Medical College, M.G.R Medical University, Vellore, India.
BMC Med Educ. 2024 Feb 14;24(1):145. doi: 10.1186/s12909-024-05093-y.
Medical schools are increasingly adopting socially accountable mission and curricula, the realisation of which are dependent on engaging individuals to embody the mission's principles in their everyday activities as doctors. However, little is known about how graduates perceive the efforts taken by their medical school to sensitise them to social accountability values, and how they translate this into their working lives. Our aim was to explore and understand graduate perceptions of how their medical school influenced them to embody a social accountability mission in their working lives.
This was a qualitative interview study carried out with graduates/alumni [n = 51] of Christian Medical College, Vellore [CMCV], India, a school with a long-established and explicit social-accountability mission. Data coding and analysis were initially inductive and thematic using Braun and Clarke's six step framework. MacIntyre's virtue ethics theory framed secondary analysis, allowing us to consider the relationships between individual and contextual factors.
Our participants perceived that CMCV invested heavily in selecting personal qualities aligned with the CMCV mission. They saw that these qualities were reinforced through various practices: [e.g., placements in resource limited and/or remote and rural settings]; community engagement and expectations [e.g., student self-governance]; role modelling [staff and more senior students]. Much emphasis was placed on sustaining these traditions and practices over time, creating a strong sense of identity and belonging among participants, traditions which were fostered further by the alumni network and continued engagement with CMCV post-graduation.
Ensuring social accountable medical education depends on alignment and interactions over time between context and structures, systems and human agents. Further studies are needed to extend understanding of how students from diverse contexts experience socially accountable medical education and translate their educational experience into their thinking and practice after graduation.
医学院越来越多地采用对社会负责的使命和课程，而实现这些使命取决于让个人在日常医生活动中体现使命的原则。然而，对于毕业生如何看待他们的医学院为使他们对社会责任价值观敏感所做的努力，以及他们如何将这些价值观转化为工作生活，人们知之甚少。我们的目的是探讨和了解毕业生对医学院如何影响他们在工作生活中体现社会责任使命的看法。
这是一项在印度维洛尔基督教医学院（CMCV）的毕业生/校友[ n = 51]中进行的定性访谈研究，这所学校具有长期明确的社会责任使命。数据编码和分析最初是采用 Braun 和 Clarke 的六步框架进行的归纳和主题分析。麦金泰尔的美德伦理理论对二次分析进行了框架构建，使我们能够考虑个人和背景因素之间的关系。
我们的参与者认为 CMCV 大力投资于选拔与 CMCV 使命一致的个人素质。他们看到这些素质通过各种实践得到加强：[例如，在资源有限和/或偏远和农村地区进行实习]；社区参与和期望[例如，学生自治]；榜样作用[教职员工和更高级别的学生]。非常重视随着时间的推移维持这些传统和实践，在参与者中形成强烈的身份认同感和归属感，而校友网络和毕业后与 CMCV 的持续互动进一步促进了这些传统。
确保对社会负责的医学教育取决于随着时间的推移，背景和结构、系统和人类代理人之间的一致性和相互作用。需要进一步研究以扩展对来自不同背景的学生如何体验对社会负责的医学教育以及如何将他们的教育经验转化为毕业后的思维和实践的理解。
