Medical Education and Social Responsibility

Yıl 2019, Cilt: 28 Sayı: 2, 137 - 144, 27.03.2019

Meral Demirören

https://doi.org/10.17942/sted.447352

Cited By: 2

Öz

Many health problems arise in mutual interaction of social, environmental, economic and political contexts. Therefore, responses to health problems are required to be formed through both individual and collective approaches of stakeholders. Medical schools are accountable for the development of social responsibility to society, as well as the health system. Today, medical schools are expected to become socially accountable institutions as fulfilling their obligation to shape their educational, research and service facilities in direction of guiding the primary health problems of their community, region and country and contributing to the elimination of inequalities in the health care of the society. Medical faculties should develop their medical education programs to produce graduates with a sense of social responsibility and awareness, ability to create a positive change in the lives of their patients, in the society they serve, in terms of health policy and health systems. For this purpose, they should integrate educational approaches such as service learning, community-based medicine and distributed medical education into their education programs and monitor and evaluate their effects. Thus, medical schools can fulfil their institutional social responsibilities by providing their students with competencies related to social responsibility as well as by enabling the implementation of studies/projects that contribute to public health.

Anahtar Kelimeler

Social responsibility, Medical education, Service learning, Community-based medicine, Distributed medical education

Tıp eğitimi ve sosyal sorumluluk

Öz

Birçok sağlık sorunu, sosyal, çevresel, ekonomik ve politik ortamların/koşulların birbiriyle iç içe geçmiş bağlamlarında ortaya çıkar. Bu da, sağlık sorunlarına hem bireysel hem de ilgili tarafların koordinasyonu ve işbirliği ile yanıtlar verilmesini gerektirir. Topluma karşı sosyal sorumluluğun geliştirilmesinde sağlık sistemi yanı sıra, tıp fakültelerine de görev düşmektedir. Günümüzde tıp fakültelerinden eğitim, araştırma ve hizmet uygulamalarını hizmet sundukları topluluk, bölge ve/veya ülkenin öncelikli sağlık sorunları doğrultusunda yönlendirme yükümlülüğünü yerine getirerek sosyal güvenilir tıp fakülteleri olmaları ve toplumdaki sağlık eşitsizliklerini gidermeye katkı sağlamaları beklenmektedir. Tıp fakülteleri sosyal sorumluluk duygusu ve bilinci gelişmiş, hastalarının yaşamlarında, hizmet sundukları toplumda, sağlık politikası ve sağlık sistemleri düzeyinde olumlu bir değişim yaratabilecek mezunlar verecek biçimde tıp eğitimi programlarını geliştirmelidir. Bu amaçla, hizmet sunumuyla öğrenme, topluma dayalı tıp, dağıtılmış tıp eğitimi gibi eğitimsel yaklaşımları eğitim programlarına entegre etmeli, etkisini izlemeli ve değerlendirmelidir. Böylece, tıp fakülteleri hem öğrencilerine sosyal sorumlulukla ilgili yeterlikleri kazandırarak hem de toplum sağlığına katkı sağlayan çalışmalar/ projelerin uygulanmasına olanak sağlayarak kendi kurumsal sosyal sorumluluklarını yerine getirebilirler.

Anahtar Kelimeler

sosyal sorumluluk, tıp eğitimi, hizmet sunumuyla öğrenme, topluma dayalı tıp

Kaynakça

• 1. http://www.tdk.gov.tr Accessed June 28, 2018, at
• 2. Başer EH, Kılınç E. Küresel sosyal sorumluluk ölçeği: Geçerlik ve güvenirlik çalışması. Sakarya University Journal of Education, 2015 Aralık/December: 75-89.
• 3. Dharamsi S, Ho A, Spadafora SM, Woollard R. The physician as health advocate: Translating the quest for social sesponsibility into medical education and practice. Academic Medicine 2011;86:1108–1113.
• 4. Bayraktar G, Tozoğlu E, Gülbahçe Ö, Öztürk ME, Gülbahçe A. Evaluation of individual social responsibility level of university students for sport and other different variables. İnternational Refereed Academic Journal of Sports, Health and Medical Sciences 2016;Issue 18: 77-88.
• 5. Yılmaz K. Egitim fakültelerinin sosyal sorumluluğu ve topluma hizmet uygulamaları dersi: Nitel bir arastırma. Kuramsal Eğitimbilim 2011;4(2):86-108.
• 6. Puschela K, Rojasa P, Erazob A, Thompsonc B, Lopeza J, Barrosa J. Social accountability of medical schools and academic primary care training in Latin America: principles but not practice. Family Practice 2014;Vol. 31, No. 4:399–408.
• 7. Francis CK. Medical ethos and social responsibility in clinical medicine. Journal of Urban Health: Bulletin of the New York Academy of Medicine 2001;Vol. 78, No. 1
• 8. Roemer M. Medical ethics and education for social responsibility. The Yale Journal of Biology and Medicine 1980;53:251-266
• 9. CanMEDS Physician Competency Framework, 2015.
• 10. Dharamsi S, Richards M, Louie D, Murray D, Berlandi A, Whitfield M, Scott I. Enhancing medical students’ conceptions of the CanMEDS health advocate role through international service-learning and critical reflection: A phenomenological study. Medical Teacher 2010a;32: 977–982.
• 11. Preston R, Larkins S, Taylor J, Judd J. From personal to global: Understandings of social accountability from stakeholders at four medical schools. Medical Teacher 2016;38: 987–994.
• 12. Schofield A & Bourgeois D. Socially responsible medical education: innovations and challenges in a minority setting. Medical Education 2010;44: 263–271.
• 13. Woolllard RF. Caring for a common future: medical schools’ social accountability. Medical Education 2006;40:301-313
• 14. World Health Organization, Division of Development Human Resources for Health. Defining and measuring the social accountability of medical schools. Geneva: World Health Organization, 1995.
• 15. Woollard B & Boelen C. Seeking impact of medical schools on health: meeting he challenges of social accountability. Medical Education 2012;46:21-27
• 16. McCurdy L, Goode LD, Inui TS, et al. Fulfilling the social contract between medical schools and the public. Academic medicine: Journal of the Association of American Medical Colleges 1997;72(12):1063-1070.
• 17. Wasylenki D, Byrne N, & McRobb B. The social contract challenge in medical education. Medical Education 1997;31(4):250-258.
• 18. Wynia MK. The short history and tenuous future of medical professionalism: the erosion of medicine's social contract. Perspectives in Biology and Medicine 2008;51(4):565-578.
• 19. Cruess RL & Cruess SR. Expectations and obligations: professionalism and medicine's social contract with society. Perspectives in Biology and Medicine 2008;51(4):579-598.
• 20. Parboosingh J. Medical schools' social contract: more than just education and research. Canadian Medical Association Journal 2003;168(7):852-853.
• 21. http://healthsocialaccountability.org Accessed June 28, 2018, at
• 22. Larkins SL, Preston R, Matte MC, Lindemann IC, Samson R, Tandinco FD, Buso D, Ross SJ, Palsdottir B, Neusy A-D & and behalf of The Training for Health Equity Network (THEnet). Measuring social accountability in health professional education: Development and international pilot testing of an evaluation framework. Medical Teacher 2013;35:32-45.
• 23. Crandall SJS, Volk RJ, Cacy D. A Longitudinal investigation of medical student attitudes toward the medically indigent. Teaching and Learning in Medicine 1997;Vol. 9, No. 4: 254–260.
• 24. Butler WT. Academic medicine’s season of accountability and social responsibility. Academic Medicine 1992;67(2):68-73.
• 25. Faulkner LR, McCurdy RL. Teaching Medical Students Social Responsibility: The Right Thing to Do. Academic Medicine 2000;75:346–350.
• 26. Parsi K, List j. Preparing Medical Students for the World: Service learning and global health justice. Medscape J Med. 2008;10(11):268.
• 27. Sandhu G, Garcha I, Sleeth J, Yeates K, Walker GR. AIDER: A model for social accountability in medical education and practice. Medical Teacher 2013;35: e1403–e1408.
• 28. Rourke J. Social Accountability in Theory and Practice; Annals of Family Medicine 2006;4 (Suppl 1):45-48.
• 29. Elam CL, Sauer MJ, Stratton TD, Skelton J, Crocker D, Musick DW. Service learning in the medical curriculum:Developing and evaluating an elective experience. Teaching and Learning in Medicine 2003;15:3:194-203
• 30. Stewart T, Wubbena ZC. A Systematic Review of service-learning in medical education: 1998–2012. Teaching and Learning in Medicine 2015;27:2:115-122.
• 31. Dharamsi S, Espinoza N, Cramer C, Amin M, Bainbridge L, Poole G. Nurturing social responsibility through community service-learning: Lessons learned from a pilot Project. Medical Teacher 2010b;32:905–911.
• 32. Borges NJ, Hartung PJ. Service learning in medical education: Project description and evaluation. International Journal of Teaching and Learning in Higher Education 2007;Volume 19, Number 1:1-7.
• 33. Dent J, Harden RA. A practical guide for medical teachers. London, UK; New York, NY: Churchill Livingstone. 2013.
• 34. Hunt JB, Bonham C, Jones L. Understanding the goals of service learning and community-based medical education: A systematic review. Academic Medicine 2011;86:246–251.
• 35. Burrows MS, Chauvin S, Lazarus CJ, Chehardy P. Required service learning for medical students: Program description and student response. Teaching and Learning in Medicine 1999;11:4:223-231.
• 36. MacLeod A, Kits O, Whelan E, Fournier C, Wilson K, Power G, Mann K, Tummons J, Brown PA. Sociomateriality: A theoretical framework for studying distributed medical education. Academic Medicine 2015;90:1451-1456.
• 37. Couper ID, Worley PS. Meeting the challenges of training more medical students: lessons from Flinders University’s distributed medical education program. MJA 2010;193:34-36.
• 38. Hudson GL, Maar M. Faculty analysis of distributed medical education in Northern Canadian Aboriginal communities Rural and Remote Health 2014;14: 2664. (Online)
• 39. Wong RY, Chen L, Dhadwal G, Fok MC, Harder K, Huynh H, Lunge R, Mackenzie M, Mckinney J, Ovalle W, Rauniyar P, Tse L, Villanyi D. Twelve tips for teaching in a provincially distributed medical education program. Medical Teacher 2012;34:116-122.
• 40. http://tip.akdeniz.edu.tr/wp-content/uploads/2016/10/Toplumsal-duyarl%C4%B1l%C4%B1k-tanitim-metni.pdf Accessed June 28, 2018, at