Building pedagogical models of social accountability in family medicine residency training: a logic analysis protocol
DOI:
https://doi.org/10.36834/cmej.81560Downloads
References
1. Dubé TV. An imperative for transforming health professions education. Med Educ. 2024;58(1):8-10. https://doi.org/10.1111/medu.15274 DOI: https://doi.org/10.1111/medu.15274
2. Saniee N, Motamed S, Barati M, Goodarzi G., Hassanzadeh G., Kohpayehzadeh J, et al. Components of social accountability in medical education: a scoping review. BMC Med Educ. 2025;25:349. https://doi.org/10.1186/s12909-025-06873-w DOI: https://doi.org/10.1186/s12909-025-06873-w
3. Tremblay MC, Brousselle A, Richard L, Beaudet N. Defining, illustrating and reflecting on logic analysis with an example from a professional development program. Eval Prog Plan. 2013;40:64-73. https://doi.org/10.1016/j.evalprogplan.2013.05.004 DOI: https://doi.org/10.1016/j.evalprogplan.2013.05.004
4. Brousselle A & Champagne F. Program theory evaluation: logic analysis. Eval Prog Plan. 2011;34;69-78. https://doi.org/10.1016/j.evalprogplan.2010.04.001 DOI: https://doi.org/10.1016/j.evalprogplan.2010.04.001
5. Champagne F, Brousselle A, Hartz Z, Contandriopoulos AP. Modéliser les interventions. In A Brousselle, F Champagne, AP Contandriopoulos, Z Hartz (Eds), L’évaluation : concepts et méthodes (2nd ed.), pp 71-84. Les Presses de l’Université de Montréal. DOI: https://doi.org/10.4000/books.pum.6302
6. Khangura S, Konnyu K, Cushman R, Grimshaw J, Moher D. Evidence summaries: the evolution of rapid review approach. System Rev. 2012;1(1):10. https://doi.org/10.1186/2046-4053-1-10 DOI: https://doi.org/10.1186/2046-4053-1-10
7. Abdalla ME, Taha MH, Onchonga D, et al. Exploring strategies, programs, and influencing factors for integrating social accountability into undergraduate medical education: a scoping review. BMC Med Educ. 2014;24. https://doi.org/10.1186/s12909-024-06072-z DOI: https://doi.org/10.1186/s12909-024-06072-z
8. Boelen C & Heck JE. Defining and measuring the social accountability of medical schools. World Health Organization; 1995.
9. Boelen C, Dharamsi S, Gibbs T. The social accountability of medical schools and its indicators. Educ Health. 2012;25(3):180-94. https://doi.org/10.4103/1357-6283.109785 DOI: https://doi.org/10.4103/1357-6283.109785
10. Boelen C, Pearson D, Kaufman A, et al. Rendre une faculté de médecine socialement responsable. Guide AMEE No 109. Pédagogie Médicale. 2018;19(4):181-98. https://doi.org/10.1051/pmed/2019027 DOI: https://doi.org/10.1051/pmed/2019027
11. Buchman S, Woollard R, Meili R, Goel R. Practising social accountability: from theory to action. Can Fam Phys. 2012;62:15-8.
12. Dharamsi S, Ho A, Spadafora SM, Woollard R. The physician as health advocate: translating the quest for social responsibility into medical education and practice. Acad Med. 2011;86(9):1108-13. https://doi.org/10.1097/ACM.0b013e318226b43b DOI: https://doi.org/10.1097/ACM.0b013e318226b43b
13. Ladner J, Maherzi A, Poitevien G, et al. Responsabilité sociale des facultés de médecine francophones : organisation, résultats et leçons apprises du projet de recherche action international des facultés de médecine francophones. Pédagogie Médicale. 2015;16(3):189-200. https://doi.org/10.1051/pmed/2016004 DOI: https://doi.org/10.1051/pmed/2016004
14. Lopez M, Pérez-Villalobos C, Suárez D, Ar AY. The training of a new social-responsible generation of health professionals with a patient-centered vision. Ciëncia & Saúde de Coletiva. 2022;27:3043-51. https://doi.org/10.1590/1413-81232022278.07392021 DOI: https://doi.org/10.1590/1413-81232022278.07392021
15. Mahdavynia S, Larijani S, Mirfakhraee H, et al. The impact of socially accountable health professional education: systematic review. J Fam Med Primary Care. 2022;11(12):7543–7548. https://doi.org/10.4103/jfmpc.jfmpc_835_22 DOI: https://doi.org/10.4103/jfmpc.jfmpc_835_22
16. Preston R, Larkins S, Taylor J, Judd J. Building blocks for social accountability: a conceptual framework to guide medical schools. BMC Med Educ. 2016;16(1):1–10. https://doi.org/10.1186/s12909-016-0741-y DOI: https://doi.org/10.1186/s12909-016-0741-y
17. Reeve C, Woolley T, Ross SJ, et al. The impact of socially-accountable health professional education: a systematic review of the literature. Med Teach. 2017;39:67-73. https://doi.org/10.1080/0142159X.2016.1231914 DOI: https://doi.org/10.1080/0142159X.2016.1231914
18. Ventres W, Boelen C, Haq C. Time for action: key considerations for implementing social accountability in the education of health professionals. Adv Health Sci Educ Theory Pract. 2018;23(4):853–862. https://doi.org/10.1007/s10459-017-9792-z DOI: https://doi.org/10.1007/s10459-017-9792-z
19. Braun V & Clarke V. Using thematic analysis in psychology. Qual Res Psychol. 2006;3(2):77-101. https://doi.org/10.3109/09638237.2011.621471 DOI: https://doi.org/10.1191/1478088706qp063oa
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Julie Massé, Marie-Claude Tremblay, Olivia Gross, Marie-Audrey Brochu-Doucet, Yannick Ruelle, Sofia Boulay, Tim Dubé

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Submission of an original manuscript to the Canadian Medical Education Journal will be taken to mean that it represents original work not previously published, that it is not being considered elsewhere for publication. If accepted for publication, it will be published online and it will not be published elsewhere in the same form, for commercial purposes, in any language, without the consent of the publisher.
Authors who publish in the Canadian Medical Education Journal agree to release their articles under the Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 Canada Licence. This licence allows anyone to copy and distribute the article for non-commercial purposes provided that appropriate attribution is given. For details of the rights an author grants users of their work, please see the licence summary and the full licence.


