Integrating social determinants of health in medical education: a bibliometric analysis study

ObjectivesSocial determinants of health (SDH) are the prevalent enablers of health among populations, and integrating them in medical education will advance clinical care by integrating social and economic risk data into medical diagnosis and treatment. Despite the numerous publications on SDH and medical education, the publication trends are not known. The study aims to analyse publication trends in integrating SDH into medical education and the corresponding thematic areas.Study designThis was a bibliometric analysis study.MethodsBibliometric was used. Data from Scopus databases from January 2006 to June 2023 were retrieved with no language restriction. VOSviewer software was used for analysis. Bibliographic coupling was used to identify the clusters of published literature on the integration of SDH into medical education, followed by the analysis of annual distribution and growth trends, authors and co-author relationships and collaborations.ResultsA total of 1047 articles were retrieved. The annual research publication exhibited a swift surge in the studies conducted during the reviewed period. Five clusters of information were derived: relating to curriculum development, community engagement and service-learning, stakeholder collaborations, development of assessment methods and tools for SDH, and the impact of integrating SDH into medical education.ConclusionBibliometric analysis has revealed a growing trend in the field of integrating SDH into medical education, and the study has highlighted the research impact through bibliographic coupling by identifying the five thematic areas. This study lays a foundation for advancing knowledge on what has been published and possible areas for improvement in the integration of SDH into medical education.</p

Medical education in Sudan: future perspectives

 Being a large tropical African country, Sudan offers the Sudanese clinicians and researchers golden opportunities for research  on different issues like communicable, non-communicable diseases, social and psychological sciences, in addition to medical  education </p

What makes a medical school socially accountable? A qualitative thematic review of the evaluation of social accountability of medical schools in the Eastern Mediterranean Region

 Background: The World Health Organization Regional Office for the Eastern Mediterranean Region established social  accountability as one of its strategic directions for medical education in 2015, and individual countries have been contrib?uting to ongoing social accountability endeavours. Aims: This study aimed to identify themes related to compliance with social accountability concepts in the countries of  the Eastern Mediterranean Region (EMR) based on published papers Methods: Thematic analysis of qualitative studies was done following a scoping review of published papers in the EMR  over the period 1995–2021. CINAHL, Google Scholar, PubMed, Scopus, and Web of Sciences were searched along with a  manual search for articles from reference lists. The Enhancing Transparency in Reporting the Synthesis of Qualitative  Research ENTREQ statement guided the review. Results: The reviewed studies (n = 3) were from 3 countries in the EMR: Egypt, Saudi Arabia, and Sudan. These studies  identified 7 key themes: mission and governance, communication with stakeholders, a community-oriented and commu?nity-based curriculum, provision of health services, responding to emerging community health needs, impactful faculty  and student research and gaps to be addressed. Conclusions: Despite the call to reorient health profession schools to be responsive to the community and health system  needs, only 3 countries in the EMR reported their efforts to move towards social accountability. Urgent action needs to  be taken by medical education leaders in the Region to support colleges in their compliance with social accountability  concepts. </p

Medical Schools’ Efforts to Build Social Accountability Indicators and Determinants in the Eastern Mediterranean Region: A Scoping Review

This review summarises medical schools’ efforts to develop social accountability (SA) determinants  and indicators in the Eastern Mediterranean Region (EMR). The review used the Arksey and  O’Malley framework to examine the literature on indicators and/or determinants of SA published in  1995–2021. As part of a broader project on SA, a first screening of various databases yielded 162  articles on SA in the region, and further filtering identified six articles specifically addressing the  determinants/indicators of SA in two countries in the region. The Global Consensus for Social  Accountability (GCSA) of Medical Schools was used to analyse the quality and content of the articles,  which were assigned scores according to specific criteria of how comprehensively the medical schools  addressed the 10 areas of the GCSA. The six identified publications describe the development  of SA determinants and indicators in a country-specific context, but, while they make a positive  contribution to measuring SA, they do not satisfactorily address some matters, including measuring  impacts on local populations, the social determinants of health, primary health care approaches,  policies for recruiting students, and indicating the quality of graduates in relation to community needs.  This review makes recommendations on how to address these shortcomings. While SA is gaining  momentum in the EMR, only a handful of countries have shared their experiences. Researchers are  making efforts to turn SA guidelines into standards, but more focus and elaboration are required. </p

Impact of community-based medical education on graduate performance: A Qualitative study using a critical incident technique

 Purpose: This study aims to explore the impact of community-based education on graduates’ work performance and career paths in later life. Methods: A self-administered critical incident questionnaire was given to a group of graduates from a community-based medical school. The target population was the graduates of the Faculty of Medicine in the University of Gezira who graduated between the years 1984e2021. Participants responded using audio recording or in writing and reported on ‘critical incidents’ they had experienced. Data was analysed using thematic data analysis to develop codes, categories and themes from the critical incident techniques. Results: Twenty-three critical incidents were reported from a total of 91 responses yielded from the recorded and written data. Most of the incidents take place in the Interdisciplinary Field Training, Research and Rural Development Programme, as well as in Rural Residency, Primary Health Care Centre Practice, and Family Medicine. From the reporting of the critical incidents, five themes were identified concerning the benefit of community-based education in learning at undergraduate level: leadership, care of patients, professionalism, personal development and belonging. Similarly, five themes demonstrating the impact of community-based education after graduation were also identified including improving patient care, improving health system practice, curriculum development, self-improvement skills, and family medicine practice. Discussion: Community-based education was shown to have a positive impact on students learning at undergraduate and post graduate level. Community-based education is also associated with the development of essential skills required by medical doctors after graduation. Structured community-based education is needed to maximize these benefits. </p

The Wicked role of the medical education department

 Purpose: This paper aims to describe the role of the Medical Education unit/department (MED) from a world-wide perspective, how it qualifies as a wicked issue, and provide tips on how to tame it. Methods: The authors reviewed the regional and international literature to obtain a framework of functions and then used brainstorming and focus group discussions to define the scope of functions of the MED. Telephone interviews with present or previous chairs of medical education departments in the Kingdom and the region helped define the challenges that are faced. Results: The functions of the MED were found to fall under 10 domains (Table 1) and 40 functions (Table 2). Chal?lenges facing MED role include governance and organizational structure, financial support, manpower, intersection with the roles of other structural entities, and dual reporting of MED staff. Ten tips are described to deal with these challenges. Conclusion: The MED role is complex and faced with many challenges. It has changing and dynamic boundaries, and is entangled with other entities in the college or university. Ten tips are proposed to tackle these challenges and tame the wickedness of the MED role. </p

Consolidating medical education in Sudan during war

Providing quality medical education in Sudan faces challenges due to armed conflicts. This short communication explores practical solutions for ensuring the continuity of medical education during the conflict in the Sudanese context. Methods: A comprehensive literature review covered relevant articles published from 1915 to 2023. Four major databases (PubMed, Scopus, Web of Science, and Google Scholar) were searched using keywords related to medical education, war, armed conflict, and affected countries. Data synthesis identified common themes, challenges, and trends and suggested solutions for medical education in conflict zones. Case studies from Ukraine, Liberia, and Iraq were included for a comprehensive understanding. Results: Collaborative alliances among medical schools facilitate resource sharing and support. Engaging the Sudanese diaspora through virtual collaborations, mentorship programs, and faculty exchanges enhance educational experiences. Stable regions as educational hubs ensure uninterrupted academic progress for students from conflict-affected areas. Online and remote education, including asynchronous learning and social media platforms, overcome access barriers and fosters knowledge sharing. Ambulatory teaching provides practical experience and adaptability. Prioritizing faculty well-being and professional development through training and support is crucial. Emphasizing resilience and adaptability in student education prepare them for healthcare delivery in resource-limited settings. Research and innovation contribute to evidence-based strategies. International collaboration and support offer opportunities for knowledge exchange and infrastructure improvement. Conclusion: Implementing collaborative strategies and innovative approaches helps Sudanese medical schools overcome challenges during armed conflicts and maintain quality medical education. These solutions empower students and faculty, enhance resilience, and contribute to improving healthcare systems in post-war Sudan.</p