Saniee Nadia, Motamed Soudabe, Barati Majid, Goodarzi Fataneh, Hassanzadeh Gholamreza, Kohpayehzadeh Jalil, Ezati Elahe, Khazaei Afshin
Department of Medical Library and Information Sciences, School of Allied Medical Sciences, Hamadan University of Medical Sciences, Hamadan, Iran.
Department of Basic Sciences, Asadabad School of Medical Sciences, Asadabad, Iran.
BMC Med Educ. 2025 Mar 6;25(1):349. doi: 10.1186/s12909-025-06873-w.
Currently, medical education considers community-centered needs, and in this regard, the concept of social accountability has been introduced. The main challenge of medical schools in the twenty-first century is the responsibility of achieving community-based medical education, which is related to the health needs of the community, and medical sciences' graduates can provide the best healthcare. For this reason, the purpose of this study is to determine the most important components of social accountability in medical education.
This study was conducted based on the PRISMA-ScR guideline in 2023. For this purpose, the PubMed, Scopus, Web of Science, ProQuest, and Google Scholar databases were searched without time and language limitations with the keywords "medical education" and "social accountability" for investigating the components of social accountability in medical education. After screening the studies, thematic content analysis was performed for extracting and charting data, collating, summarizing, and synthesizing and reporting findings.
During this search, 6313 records were identified, 2086 of which were duplicates. A total of 4227 titles and abstracts were screened according to the inclusion criteria. The main reason for excluding studies was survey studies that did not mention the components of social accountability in medical education. Finally, 52 full texts had been studied of which 33 records were eligible for inclusion in this study.
The main components of social accountability in medical education include communication in providing medical education, communication in providing medical services, equity in providing medical education and services, cost-effectiveness of medical services, quality of medical services, revising medical curricula, conducting research based on community needs, and providing infrastructures of social accountability in medical education. Therefore, medical education that responds to the needs of society requires attention to these components.
目前，医学教育关注以社区为中心的需求，在这方面，引入了社会问责制的概念。21世纪医学院校的主要挑战是实现基于社区的医学教育的责任，这与社区的健康需求相关，医学专业毕业生能够提供最佳的医疗保健服务。因此，本研究的目的是确定医学教育中社会问责制的最重要组成部分。
本研究于2023年根据PRISMA-ScR指南进行。为此，在PubMed、Scopus、Web of Science、ProQuest和谷歌学术数据库中进行检索，不受时间和语言限制，使用关键词“医学教育”和“社会问责制”来调查医学教育中社会问责制的组成部分。在筛选研究后，进行主题内容分析以提取和绘制数据、整理、总结、综合并报告研究结果。
在此次检索过程中，共识别出6313条记录，其中2086条为重复记录。根据纳入标准，共筛选了4227篇标题和摘要。排除研究的主要原因是未提及医学教育中社会问责制组成部分的调查研究。最后，研究了52篇全文，其中33条记录符合本研究的纳入标准。
医学教育中社会问责制的主要组成部分包括医学教育提供过程中的沟通、医疗服务提供过程中的沟通、医学教育和服务提供中的公平性、医疗服务的成本效益、医疗服务质量、修订医学课程、开展基于社区需求的研究以及提供医学教育中的社会问责制基础设施。因此，满足社会需求的医学教育需要关注这些组成部分。
