Assessment of the Compliance of Problem-Based Learning Case Scenarios with The Social Accountability Values in Undergraduate Medical Education Curriculum

Authors

Mona Ghaly, Prof. of Rheumatology and Rehabilitation, Faculty of Medicine, Suez Canal University, Egypt
Mohamed H. Taha, Acting Director of Medical Education Center , College of Medicine University of Sharjah, United Arab Emirates
Mohamed Elhassan Abdalla, Senior Lecturer in Medical Education, School of Medicine- Faculty of Education and Health Sciences, University of Limerick, Limerick, Ireland.
Somay Hosny, Prof. of Histology, Faculty of Medicine, Suez Canal University, EgyptFollow

Abstract

Purpose To assess the integration of Social Accountability (SA) values in newly developed problem-based learning (PBL) case scenarios. Method A validated " SA inventory for PBL" was used to assess the integration of SA values; relevance; quality; equity; cost-effectiveness in PBL case scenarios in a problembased learning (PBL) medical curriculum. Results Of the 63 PBL cases scenarios, in the relevancy domain, there were 52 cases (82.5%) that were relevant to social health concerns, 30 cases (47.6%) which addressed more than one social determinant of health, and 21 cases (33.3%) which addressed the principles of health promotion. In the equity domain, 61 (98.4%) and 62 (96.8%) of cases addressed the patient's gender and age group respectively, 28 cases (44.4%) which addressed the society's underserved, disadvantaged, and vulnerable populations, and only 3 cases (4.8%) addressing the patient's ethnicity. In the costeffectiveness domain, 40 out of 63 case scenarios (63.5%) needed modifications to address treatment costs and providing alternatives. In the quality domain, 65.1% of cases (41 out of 63) needed modifications to address the concept of person-centered healthcare. Discussion Adapting and utilizing a validated inventory to evaluate values related to SA is a useful educational practice for informing medical educators’ leaders to develop a socially accountable PBL medical curriculum. These findings could be useful to adjust curricula content to prepare the next generation of doctors who can meet societal needs.

Recommended Citation

Ghaly, Mona; Taha, Mohamed H.; Abdalla, Mohamed Elhassan; and Hosny, Somay (2023) "Assessment of the Compliance of Problem-Based Learning Case Scenarios with The Social Accountability Values in Undergraduate Medical Education Curriculum," Health Professions Education: Vol. 9: Iss. 3, Article 4.
Available at: https://hpe.researchcommons.org/journal/vol9/iss3/4