Volume 197 - Issue 6
Medical schools as agents of change: socially accountable medical education
Authors: Daniel Yore, Erica L Parker and Catherine G A Pendrey
Med J Aust 2012; 197 (6): 333. || doi: 10.5694/mja12.11095
Published online: 17 September 2012
Published online: 17 September 2012
To the Editor: Murray and colleagues make an important call for the transition to more socially accountable medical education, and identify students as partners in this process.1 The Australian Medical Students’ Association (AMSA), the peak representative body for Australia’s 17 000 medical students, recently passed policy at its July council meeting that strongly aligns with this vision for educational and institutional responsiveness to community needs.2
For the past ...
To the Editor: Murray and colleagues make an important call for the transition to more socially accountable medical education, and identify students as partners in this process.1 The Australian Medical Students’ Association (AMSA), the peak representative body for Australia’s 17 000 medical students, recently passed policy at its July council meeting that strongly aligns with this vision for educational and institutional responsiveness to community needs.2
For the past 3 years, AMSA has facilitated a national dialogue among students about the role of medical professionals in 21st century society. This has included a national workshop program held in six capitals, which involved Australia’s foremost experts in medical education and more than 250 students. The outcomes of this discussion have informed policy as well as local advocacy efforts.
AMSA believes the education of health professionals provides a privileged and unique interface between universities as generators and patients as recipients of knowledge in our health care system.3 This privilege creates an obligation to train students in a way that is socially accountable and that distributes health care resources equitably within and between countries. The practical implementation of this vision requires transformative curricula that equip students with leadership and advocacy skills underpinned by a strong sense of social responsibility.
Students around the world have shown sufficient aptitude and a strong willingness to be key partners in helping to fulfil this obligation.4 AMSA calls on Australian universities to embrace this converging consensus towards social accountability,5 and for students to continue to be made key partners in this process of reform.
Competing interests
No relevant disclosures.
References
- Murray RB, Larkins S, Russell H, et al. Medical schools as agents of change: socially accountable medical education. Med J Aust 2012; 196: 653. 0_BABEFFJB
- Australian Medical Students’ Association. Policy document: medical curricula for the 21st century professional. http://media.amsa.org.au.s3. amazonaws.com/policy/2012/20120601_medical_curricula_for_the_21st_century_professional_policy.pdf (accessed Jul 2012).
- Frenk J, Chen L, Bhutta ZA, et al. Health professionals for a new century: transforming education to strengthen health systems in an interdependent world. Lancet 2010; 376: 1923-1958. 0_i1142877
- Stigler FL, Duvivier RJ, Weggemans M, Salzer HJ. Health professionals for the 21st century: a students’ view. Lancet 2010; 376: 1877-1878. 0_CBBIEFIE
- Global Consensus for Social Accountability of Medical Schools. Global consensus for social accountability of medical schools. http://healthsocialaccountability.sites.olt.ubc.ca/files/2011/06/11-06-07-GCSA-English-pdf-style.pdf (accessed Jul 2012).