Document Type : Research Article
Authors
1
Student Research Committee, Mashhad University of Medical Sciences, Mashhad, Iran . Student Committee of Medical Education Development, Education Development Center, Mashhad University of Medical Sciences, Mashhad, Iran
2
Department of Community Medicine, Faculty of Medicine, Mashhad University of Medical Sciences, Mashhad, Iran
3
Student research Committee, International Campus, Shahid Sadoughi University of Medical Sciences, Yazd, Iran
4
Mashhad University of Medical Sciences, Mashhad, Iran
5
Department of Community and Family Medicine, Faculty of Medicine, Mashhad University of Medical Sciences, Mashhad, Iran
6
Physiology department, Second faculty of medicine, Charles University, Prague, Czech Republic
7
Psychiatry and Behavioral Sciences Research Center, Mashhad University of Medical Sciences, Mashhad,
Abstract
Background: Social accountability in medical education emphasizes aligning training, research, and service with the health needs of society. Despite its importance, faculty members’ awareness and perception of accountable education remain unclear in many contexts. The aim of the study to assess faculty members’ perceptions of social accountability across academic departments.
Methods: This cross-sectional study was conducted in 2022 among faculty members at the Faculty of Medicine, Mashhad University of Medical Sciences, Iran. Using stratified convenience sampling, 240 faculty members completed a validated social accountability questionnaire consisting of 25 items across 10 domains. Descriptive and inferential statistical analyses, including t-tests, ANOVA, and correlation analyses, were performed using SPSS version 19.
Results: Among participants, 67.1% were male, and the mean age was 47.15 ± 8.76 years. No significant differences in accountability scores were found by gender (p=0.603), academic rank (p=0.964), years of experience (p=0.071), or educational qualification (p=0.217). However, faculty members from basic science departments reported significantly higher social accountability scores than those from clinical departments (p = 0.023). The highest accountability scores were reported in Obstetrics & Gynaecology, Radiation Oncology, English, and Bacteriology, while the lowest were in Public Health, Immunology, and Psychology.
Conclusion: The study highlights variability in social accountability across departments, with better performance in basic sciences compared to clinical departments. These findings emphasize the need for targeted strategies, policy support, and faculty development programs to enhance accountability in medical education and better address community health needs.
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