Social accountability in medical school curricula in Punjab, Pakistan: a qualitative analysis.

BACKGROUND

Social accountability in medical education ensures that future healthcare professionals are equipped to address community health needs. This study evaluates the integration of social accountability principles in the curricula of medical schools in Punjab, Pakistan, in relation to Pakistan Medical and Dental Council (PM&DC) standards.

METHODS

A qualitative exploratory design was employed, involving semi-structured interviews with 14 medical educationists from public and private institutions. Additionally, a document analysis of curricular frameworks was conducted. Thematic analysis was used to identify key themes related to social accountability integration.

RESULTS

Four key themes emerged: the role of medical schools in fostering socially responsible graduates, the significance of a human-centered healthcare system, challenges in curriculum evolution, and gaps in implementation. While community-based learning is widely incorporated, the absence of dedicated courses, structured extracurricular activities, and competency-based assessments hinders effective integration. Faculty training and regulatory oversight were identified as critical factors influencing curricular implementation.

CONCLUSION

The findings underscore the need for curriculum revisions, enhanced faculty development, and policy-level support to strengthen social accountability in medical education. Strengthening collaboration between medical institutions and local healthcare providers is essential for preparing graduates to address community health disparities effectively.