D. Gruner

E. Snyder

K. Pottie

L. Farren-Dai

L. Saliba

M. Sickand

N. Martel

R. Warmington

Annals of Global Health

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i) T
Anna l s o f G l o b a l He a l t h 181conditions such as infection, malnutrition, and severe anemia that
can lead to complications and death. It is recommended that strate-
gies are developed to improve health education for SCD.ii)
iii)Social accountability in global medical education: The
REVOLUTIONS framework
W. Ventres1, S. Dharamsi2; 1University of El Salvador, Institute for
Studies in History, Anthropology, and Archeology, San Salvador/SV, 2The
University of British Columbia, Family Medicine, Vancouver, BC/CA
Background: Socially accountable medical education prepares
future physicians around the world to address the priority health
concerns of society, with particular attention to marginalized pop-
ulations, using educational, research, and service models that engage
interdisciplinary professionals, public and private organizations, and
civil society. Schools of medicine interested in advancing their socially
accountable roles need structural frameworks on which to build such
programs in the communities they serve.
Structure/Method/Design: This presentation builds on available
literature and theory regarding socially accountable medical educa-
tion, a review of exemplary medical education programs from around
the world that focus on social accountability, and our personal
experience, both domestically and internationally, in developing so-
cially accountable systems of medical education.
Results (Scientific Abstract)/Collaborative Partners (Program-
matic Abstract): We present the REVOLUTIONS framework for
socially accountable medical education in a global context. This
framework is based on the following theses: 1) medical schools have a
duty to train socially accountable physicians; 2) training such physi-
cians means building socially accountable systems of medical educa-
tion; 3) building such systems means movement (from traditional to
socially accountable educational models or practices) along 11
teaching, learning, and service dimensions. Each of the 11 REVO-
LUTIONS dimensions highlights: 1) one area of medical education,
including characteristics of that area that correspond to traditional
and socially accountable educational systems; 2) changes needed in
each area to make medical education more socially accountable; and,
3) reference to exemplary programs demonstrating progress in social
accountability.
Summary/Conclusion: Medical schools interested in becoming more
socially accountable need a blueprint for developing their curricula. The
REVOLUTIONS framework for socially accountable medical education
provides this blueprint. In this presentation we review the reasons for
moving toward a social accountability in medical education, present a
framework for considering and structuring these changes, and provide
an up-to-date review of global best practices in socially accountable
medical education.Global health education locally: A community service-
learning program to support refugees, engage medical
students, and fill a gap in the community
R. Warmington1, M. Sickand1, L. Saliba1, E. Snyder1, N. Martel1,
L. Farren-Dai1, D. Gruner1, K. Pottie2; 1University of Ottawa, Medicine,
Ottawa, ON/CA, 2University of Ottawa, Ottawa, ON/CA
Background: Over the past 2 years, the Refugee Health Initiative
(RHI), a medical student-led interest group at the University of
Ottawa in partnership with the Catholic Centre for Immigration
(CCI), has successfully piloted an original collaborative program with
the intention of fulfilling the following three objectives:o support newly arrived refugees in their first year of reset-
tlement and to help families navigate the barriers that prevent
integration into the Ottawa community
To provide relevant cultural competency training to medical
students interested in learning how to practice medicine
within a global context
To work collaboratively with community partners to fill needs
that are not currently being addressed by other program
mandatesStructure/Method/Design: The program was implemented via a
new curricular initiative that required all first-year medical students to
complete 30 hours of community service. RHI facilitated this program
by working closely with various community partners including the
CCI, physicians, and interpreters.
In October, students are matched with a newly arrived family
and have the initial encounter as a medical intake interview. In the
following months, the students and families complete various activ-
ities such as accompaniment to additional medical appointments,
grocery store visits, and tutorials on how to access resources in the
community. Under the guidance of community case managers, we
ensure that activities are tailored to the needs of each family, making
each match unique. The year culminates in a Community Health
Fair. The first Health Fair brought together over 150 refugees, phy-
sicians, nurses, dieticians, community partners, and students in an
effort to provide relevant information regarding access to Ottawa
community resources, health, and well-being.
Throughout the year, students attend various training sessions
run by medical professionals with expertise in global health. These
sessions provide immediate benefit to the refugee families and at the
same time, equip future physicians with the tools to ensure equitable
and accessible health care for diverse populations.
Results (Scientific Abstract)/Collaborative Partners (Program-
matic Abstract): - 21 families matched
- 150+ refugee families attended Community Health Fair
- 46 students trained as “health brokers” for refugee population;
over 1500 hours of total community service-learning experiences
- Effectively filled a need identified by community partners
- Refugee families empowered by the added support, opportu-
nities to interact with students and access to community resources
- Students acknowledged improved cultural competency and
knowledge about refugee and migrant populations alongside
increased comfort when working with vulnerable populations
- Community partners recognized value of the program in alle-
viating workload and filling unmet needs
Summary/Conclusion: A student-led community initiative can
successfully address refugee well-being, cultural competency training,
and unmet needs in the community with minimal resources. RHI’s
pilot program therefore holds tremendous potential for growth in
various domains.IVUmed: A nonprofit model for surgical training in low-
resource countries
J. Wood1, A. Steele1, M. Fredley1, C.R. Devries2; 1IVUmed, Salt Lake
City, UT/US, 2The University of Utah Center for Global Surgery, Salt
Lake City, UT/US
Background: Low-resource countries (LICs) face both training and
infrastructural challenges for surgical care, particularly for specialty
care, such as for urology. Practitioners charged with caring for these
patients have few options for basic or advanced study. Travel abroad
for hands-on training is virtually impossible due to certification


Global health education locally: A community service-learning program to support refugees, engage medical students, and fill a gap in the community

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Global health education locally: A community service-learning program to support refugees, engage medical students, and fill a gap in the community

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