|
1. Tatari F, Hosseini SA, Borji A. [Investigation the Role of Faculty Members in Accountable Medical Education]. Medicine and Spiritual Cultivation 2018; 27 (3): 147-56. [Persian] 2. Khan T, Mosgrove F, Wass V. Unknown unknowns: can bringing patients’ lived experience of long term conditions into curriculum design help our future doctors offer more holistic, socially accountable care? Education for Primary Care 2021; 14: 1-4. [ DOI:10.1111/j.1365-2923.2009.03413.x] 3. Boelen C, Woollard B. Social accountability and accreditation: a new frontier for educational institutions. Med Educ 2009; 43 (9): 887-94. [ DOI:10.1111/j.1365-2923.2009.03413.x] 4. Boelen C. Global consensus for social accountability of medical schools; Sante Publique. 2011;23(3):247-50. [ DOI:10.3917/spub.113.0247] 5. Fitzgerald M, Shoemaker E, Ponka D, Walker M, Kendall C. Global health and social accountability: An essential synergy for the 21st century medical school. J Glob Health 2021; 11: 03045. [ DOI:10.7189/jogh.11.03045] 6. Boelen C, Pearson D, Kaufman A, Rourke J, Woollard R, Marsh DC, Gibbs T. Producing a socially accountable medical school: AMEE Guide No. 109. Med Teach 2016; 38 (11): 1078-91. [ DOI:10.1080/0142159X.2016.1219029] 7. Adib Y, Fathiazar E, Alizadeh M, Dehghani G.[Development and validation of instruments for evaluation of the clinical medicine curriculum in terms of social accountability]. Journal of Medical Education 2018; 11(29): 1-15. [Persian] [ DOI:10.29252/edcj.11.29.1] 8. Ross BM, Cameron E. Socially Accountable Medical Education: Our Story Might Not Be Yours. Higher Education Studies 2021; 11 (1): 114-20. [ DOI:10.5539/hes.v11n1p114] 9. Mirjani Aghdam A, Khorshidi A, Barzegar N, Moradi S, Ahmady S. [Accountable education pattern for rehabilitation sciences curriculum]. Research in Medical Education 2022; 14 (1): 13-23. [Persian] [ DOI:10.52547/rme.14.1.13] 10. Kaufman A, Scott MA, Andazola J, Fitzsimmons-Pattison D, Parajón L. Social Accountability and Graduate Medical Education. Fam Med 2021; 53 (7): 632-7. [ DOI:10.22454/FamMed.2021.160888] 11. Roca MTA, Lopez MM, Filgueira L. Social Accountability of Medical Schools Toward Their Students. Education Journal 2022; 11(3): 101-11. [ DOI:10.11648/j.edu.20221103.13] 12. Adib Y, Fathiazar E, Alizadeh M, Dehghani G. Exploration of the required clinical competencies for training general practitioners to acquire social accountability: a qualitative study. Journal of Medical Education 2018; 10 (28): 4-23. [Persian] [ DOI:10.29252/edcj.10.28.3] 13. AFMC. The future of medical education in Canada (FMEC): a collective vision for MD education. Ottowa, Canada: Association of Faculties of Medicine of Canada; 2010. 14. Boelen C, Heck JE, Organization WH. Defining and measuring the social accountability of medical schools. World Health Organization; 1995. 15. TUFH. TUNIS declaration. World Summit on Social Accountability. Network-Towards Unity for Health 2017. 16. WFME. Basic medical education WFME global standards for quality improvement. World Federation for Medical Education; 2015. 17. WHO. Global strategy on human resources for health. Geneva: workforce 2030; 2016. 18. WHO. National health workforce accounts: a handbook. Geneva: World Health Organization; 2017. 19. Abdalla ME, Dash N, Shorbagi S, Taha MH. Development and validation of inventory tool to evaluate social accountability principles in case scenarios used in problem-based curriculum (Social accountability inventory for PBL). Med Educ Online 2021; 26 (1): 1847243. [ DOI:10.1080/10872981.2020.1847243] 20. Boelen C, Dharamsi S, Gibbs T. The social accountability of medical schools and its indicators. Educ Health (Abingdon) 2012; 25 (3): 180-94. [ DOI:10.4103/1357-6283.109785] 21. 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): 227. [ DOI:10.1186/s12909-016-0741-y] 22. Meili R, Ganem-Cuenca A, Leung JW, Zaleschuk D. The CARE model of social accountability: promoting cultural change. Acad Med 2011; 86 (9): 1114-9. [ DOI:10.1097/ACM.0b013e318226adf6] 23. Rezaeian M. [A review on the different dimensions of socially accountable medical schools]. Journal of Rafsanjan University of Medical Sciences 2012; 11 (2): 159-72. [Persian] 24. Larkins SL, Preston R, Matte MC, Lindemann IC, Samson R, Tandinco FD, et al. Measuring social accountability in health professional education: development and international pilot testing of an evaluation framework. Med Teach 2013;35(1):32-45. [ DOI:10.3109/0142159X.2012.731106] 25. Boelen C. Why should social accountability be a benchmark for excellence in medical education? Educación Médica 2016; 17 (3): 101-5. [ DOI:10.1016/j.edumed.2016.06.004] 26. Emadzadeh A, Bazzaz MM, Noras MR, Karimi S. Social Accountability of the Curriculum in Medical Education: A Review on the Available Models. Future of medical education journal 2016; 6 (4):31-37. [DOI:10.22038/FMEJ.2016.8338] [ DOI:10.22038/fmej.2016.8338] 27. Rourke J. Social Accountability: A Framework for Medical Schools to Improve the Health of the Populations They Serve. Acad Med 2018; 93 (8): 1120-4. [ DOI:10.1097/ACM.0000000000002239] 28. Karimi S, Zohoorparvandeh V. [Need Assessment of General Practitioner's Curriculum Based on Clinical Activities, Advocacy, Research, and Education (CARE) Model]. Future of Medical Education Journal 2019; 9 (1). [Persian] [DOI:10.22038/FMEJ.2019.36521.1240] [ DOI:10.22038/fmej.2019.36521.1240] 29. Barber C, van der Vleuten C, Leppink J, Chahine S. Social Accountability Frameworks and Their Implications for Medical Education and Program Evaluation: A Narrative Review. Acad Med 2020; 95 (12): 1945-54. [ DOI:10.1097/ACM.0000000000003731] 30. Health Canada. Social accountability. A vision for Canadian medical schools. Ottawa: Canada: Ministry of Public Works and Government Services; 2001. 31. Meili R, Fuller D, Lydiate J. Teaching social accountability by making the links: qualitative evaluation of student experiences in a service-learning project. Med Teach 2011; 33 (8): 659-66. [ DOI:10.3109/0142159X.2010.530308] 32. McCrea ML, Murdoch-Eaton D. How do undergraduate medical students perceive social accountability? Med Teach 2014; 36 (10): 867-75. [ DOI:10.3109/0142159X.2014.916784] 33. Hunt D, Klamen D, Harden RM, Ali F. The ASPIRE-to-Excellence Program: A Global Effort to Improve the Quality of Medical Education. Acad Med 2018; 93 (8): 1117-9. [ DOI:10.1097/ACM.0000000000002099] 34. Abdalla ME. Suggested New Standards to Measure Social Accountability of Medical Schools in the Accreditation Systems. Journal of Case Studies in Accreditation and Assessment 2014;3. 35. Abdalla ME. Social Accountability of Medical Schools: Do Accreditation Standards Help Promote the Concept? Journal of Case Studies in Accreditation and Assessment 2014;3. 36. Woollard B, Boelen C. Seeking impact of medical schools on health: meeting the challenges of social accountability. Med Educ 2012; 46 (1): 21-7. [ DOI:10.1111/j.1365-2923.2011.04081.x] 37. Jalilian hamed H, Amini A, Alizadeh M. Developing social accountability indicators at medical schools. Res Dev in Med Educ 2014; 4 (1): 71-6. [ DOI:10.15171/rdme.2015.011] 38. Boelen C, Blouin D, Gibbs T, Woollard R. Accrediting excellence for a medical school's impact on population health. Educ Health (Abingdon) 2019; 32 (1): 41-8. [ DOI:10.4103/efh.EfH_204_19] 39. Boelen C. Building a socially accountable health professions school: towards unity for health. Educ Health (Abingdon) 2004; 17 (2): 223-31. [ DOI:10.1080/13576280410001711049] 40. Abdolmaleki M, Yazdani S, Momeni S, Momtazmanesh N. Social Accountable Medical Education: A concept analysis. J Adv Med Educ Prof 2017; 5 (3): 108-15. 41. Greer PJ, Brown DR, Brewster LG, Lage OG, Esposito KF, Whisenant EB, et al. Socially Accountable Medical Education: An Innovative Approach at Florida International University Herbert Wertheim College of Medicine. Acad Med 2018; 93 (1): 60-5. [ DOI:10.1097/ACM.0000000000001811] 42. Abdolmaleki MR, Momeni S. [Social Accountability in Health Research, a Concept Analysis study]. Journal of Medicine and Spiritual Cultivation 2022; 31 (1): 65-53. [Persian] 43. Masud N, Alenezi S, Alsayari O, Alghaith D, Alshehri R, Albarrak D, Al-Nasser S, editors. Social accountability in Medical Education: students' perspective. Frontiers in Education; 2022; 7: 868245. [ DOI:10.3389/feduc.2022.868245] 44. Tahernezhad K, Javidan F. [Advanced assessment of medical students clinical performance: challenges methods and approaches]. Strides in development of medical education 2008; 5 (1): 58-70. [Persian] 45. Yamani N, Fakhari M. [Social accountability of medical education curriculum: Barriers and implications]. Iranian Journal of Medical Education 2014; 13 (12): 1082-98. [Persian] [ DOI:10.4103/2277-9531.127572] 46. Dash NR, Taha MH, Shorbagi S, Abdalla ME. Evaluation of the integration of social accountability values into medical education using a problem-based learning curriculum. BMC Med Educ 2022; 22 (1): 181. [ DOI:10.1186/s12909-022-03245-6] 47. Pourabbas A, Amini A, Asghari Jafarabadi M. [The status of accountable education in clinical education departments of Tabriz University of Medical Sciences]. Research in Medical Education 2020; 12 (2): 71-82. [Persian] [ DOI:10.29252/rme.12.2.71] 48. Seyednoori T, Khorsandi Taskoh A, Jamehbozorg Z, Yadegarzadeh G, Abdollahi H. [Designing and Validating an Educational Model based on Accountable Midwifery]. Research in Medical Education 2022; 14 (3): 71-85. [Persian] [ DOI:10.52547/rme.14.3.71] 49. Karimi M, Mirzaei M, Rahim Z. [Educational needs of family physicians in Yazd province]. The Journal of Medical Education and Development 2012; 6 (1): 39-46. [Persian] 50. Yamani N, Omid A, Najimi A, Shahidi S, Aghdak P, Heydary Sharif Abad S, Moazam E. [Common and Important Signs, Symptoms and Diseases that a General Practitioner Should Know: One Step toward Socially Accountable Education]. Iranian Journal of Medical Education 2017; 17: 1-14. [Persian] 51. Lee ST, Yang EB. Factors affecting social accountability of medical schools in the Korean context: exploratory factor and multiple regression analyses. Med Educ Online 2022; 27 (1): 2054049. [ DOI:10.1080/10872981.2022.2054049] 52. Masud N, Alenezi S, Alsayari O, Alghaith D, Alshehri R, Albarrak D, Al-Nasser S. Social accountability in Medical Education: students' perspective. Frontiers in Education 2022; 7: 868245. [ DOI:10.3389/feduc.2022.868245] 53. Mehrmohammadi M. [Curriculum: Views, approaches and perspectives]. Mashhad: Behnashr; 2014. [Persian] 54. Tyler RW. Basic principles of curriculum and instruction. Chicago: University of Chicago press; 2013. [ DOI:10.7208/chicago/9780226086644.001.0001] 55. Hedayati A, Maleki H, Saadipour E. [Contemplation on Competency-based Curriculum in Medical Education]. Iranian Journal of medical education 2016; 16: 94-103. [Persian] 56. Streubert HJ, Carpenter DR. Qualitative research in nursing: Advancing the humanistic imperative. 5th ed.Philadelphia: Lippincott Williams & Wilkins; 2010. 57. Lawshe CH. A quantitative approach to content validity. Personnel psychology 1975; 28 (4): 563-75. [ DOI:10.1111/j.1744-6570.1975.tb01393.x] 58. Lameei A. [Clinical Education: Beyond Current Approaches. Studies in Medical Sciences] Studies in Medical Sciences 2006; 17 (1): 9-15. [Persian] 59. LCME. Functions and structure of a medical school: standards for accreditation of medical education programs leading to the MD degree. Association of American Medical Colleges: Liaison Committee on Medical Education; 2017. 60. Goodfellow PB, Claydon P. Students sitting medical finals-ready to be house officers? J R Soc Med 2001; 94 (10): 516-20. [ DOI:10.1177/014107680109401007] 61. Burch VC, Nash RC, Zabow T, Gibbs T, Aubin L, Jacobs B, Hift RJ. A structured assessment of newly qualified medical graduates. Med Educ 2005; 39 (7): 723-31. [ DOI:10.1111/j.1365-2929.2005.02192.x] 62. Moercke AM, Eika B. What are the clinical skills levels of newly graduated physicians? Self-assessment study of an intended curriculum identified by a Delphi process. Med Educ 2002; 36 (5): 472-8. [ DOI:10.1046/j.1365-2923.2002.01208.x] 63. Ahmed YA, Alneel S. Analyzing the Curriculum of the Faculty of Medicine, University of Gezira using Harden's 10 questions framework. J Adv Med Educ Prof 2017; 5 (2): 60-6. 64. Wilson J. Bridging the theory practice gap. Aust Nurs J 2008; 16 (4): 25. 65. Sharif F, Masoumi S. A qualitative study of nursing student experiences of clinical practice. BMC Nurs 2005; 4:6. [ DOI:10.1186/1472-6955-4-6] 66. Harden RM, Sowden S, Dunn WR. Educational strategies in curriculum development: the SPICES model. Med Educ 1984; 18 (4): 284-97. [ DOI:10.1111/j.1365-2923.1984.tb01024.x] 67. Kuhpayehzadeh J, Hafezi Moghadam P, Danesh H, Imanizadeh Z, Daryazadeh S.[Assessment of clinical performance and factors affecting it in medical interns by mini-CEX test at Hazart-e-Rasool Akram hospital, Tehran, 2011]. Razi Journal of Medical Sciences 2014; 20 (116): 18-26. [Persian] 68. Shumway JM, Harden RM. AMEE Guide No. 25: The assessment of learning outcomes for the competent and reflective physician. Med Teach 2003; 25 (6): 569-84. [ DOI:10.1080/0142159032000151907] |
.JPG)
.JPG)
.JPG)
.JPG)
