Twelve tips to center social accountability in undergraduate medical education

As the intersections of social identities and health become increasingly evident, the need for medical schools to center their education on social accountability becomes critical. Medical schools have a responsibility to direct their curriculum to ensure graduates become competent physicians in identifying and intervening for their community's needs. These topics have historically been taught in a didactic fashion, but there lacks adequate translation of this teaching style to clinical and community health advocacy. Active learning strategies must be used to engage students to critically think and act on the inter-relationships of social issues and health. We provide 12 recommendations to optimize medical education to effectively immerse students in social accountability through the use of experiential learning within a spiral curriculum. These recommendations are based on reviews of the literature and an environmental scan of curricular activities across Canadian medical schools.

Automated summary

The intersections of social identities and health highlight the importance of medical schools centering their education on social accountability. To ensure graduates become competent physicians in addressing community needs, active learning strategies should be implemented. Recommendations have been made to optimize medical education through experiential learning within a spiral curriculum, based on reviews of literature and curriculum activities in Canadian medical schools.