From understanding to action: a juncture-factor framework for advancing social responsiveness in health professions education
BackgroundLow- to middle-income countries face critical healthcare challenges. Equipping graduates with social responsiveness, the ability to address community health needs effectively, is essential. Despite its importance, research on integrating social responsiveness principles into medical and ph...
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| Language: | English |
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Frontiers Media S.A.
2024-12-01
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| Series: | Frontiers in Medicine |
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| Online Access: | https://www.frontiersin.org/articles/10.3389/fmed.2024.1435472/full |
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| author | G. C. Botha L. Crafford L. Crafford |
| author_facet | G. C. Botha L. Crafford L. Crafford |
| author_sort | G. C. Botha |
| collection | DOAJ |
| description | BackgroundLow- to middle-income countries face critical healthcare challenges. Equipping graduates with social responsiveness, the ability to address community health needs effectively, is essential. Despite its importance, research on integrating social responsiveness principles into medical and pharmacy curricula remains limited. This study explores how understanding of social responsiveness translates to practice in a resource-constrained context and identifies critical factors for future direction.MethodsSemi-structured focus groups were conducted with curriculum developers, academic staff, and alumni (n = 27) using purposive sampling. Thematic analysis yielded an emergent “juncture-factor” framework for integrating SR into curricula.ResultsOur analysis revealed a four-stage framework for integrating social responsiveness. It categorizes existing and evolving efforts into four key junctures (points in time) and 12 factors for consideration at each juncture. The Illuminate juncture emphasizes raising awareness, fostering agreement, and aligning institutional values with community needs. The Construct stage focuses on inclusivity, contextualizing learning, developing relevant content, and employing appropriate pedagogy. The Influence juncture ensures validated social responsiveness action, effective implementation, and faculty and student capacity building. Finally, the Coalesce juncture promotes collaboration and internalization of social responsiveness principles among stakeholders.ConclusionThis framework aligns with international social responsiveness literature while offering a unique low-to middle income country perspective. It acknowledges the complexities of integrating social responsiveness and provides practical ways to address them. This framework serves as a valuable tool for curriculum review in resource-constrained contexts. Future research could explore its applicability across diverse settings, and investigate its long-term impact on student learning and professional development, ultimately shaping future healthcare professionals equipped to address their communities’ needs. |
| format | Article |
| id | doaj-art-96775f7ed1004f1e8342330579c7f5f5 |
| institution | Kabale University |
| issn | 2296-858X |
| language | English |
| publishDate | 2024-12-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Medicine |
| spelling | doaj-art-96775f7ed1004f1e8342330579c7f5f52024-12-06T04:31:07ZengFrontiers Media S.A.Frontiers in Medicine2296-858X2024-12-011110.3389/fmed.2024.14354721435472From understanding to action: a juncture-factor framework for advancing social responsiveness in health professions educationG. C. Botha0L. Crafford1L. Crafford2Practice of Medicine, School of Medicine, Sefako Makgatho Health Sciences University, GaRankuwa, South AfricaDepartment of Clinical Pharmacy, School of Pharmacy, Sefako Makgatho Health Sciences University, GaRankuwa, South AfricaAmsterdam UMC Location Vrije Universiteit Amsterdam, Research in Education, Amsterdam, NetherlandsBackgroundLow- to middle-income countries face critical healthcare challenges. Equipping graduates with social responsiveness, the ability to address community health needs effectively, is essential. Despite its importance, research on integrating social responsiveness principles into medical and pharmacy curricula remains limited. This study explores how understanding of social responsiveness translates to practice in a resource-constrained context and identifies critical factors for future direction.MethodsSemi-structured focus groups were conducted with curriculum developers, academic staff, and alumni (n = 27) using purposive sampling. Thematic analysis yielded an emergent “juncture-factor” framework for integrating SR into curricula.ResultsOur analysis revealed a four-stage framework for integrating social responsiveness. It categorizes existing and evolving efforts into four key junctures (points in time) and 12 factors for consideration at each juncture. The Illuminate juncture emphasizes raising awareness, fostering agreement, and aligning institutional values with community needs. The Construct stage focuses on inclusivity, contextualizing learning, developing relevant content, and employing appropriate pedagogy. The Influence juncture ensures validated social responsiveness action, effective implementation, and faculty and student capacity building. Finally, the Coalesce juncture promotes collaboration and internalization of social responsiveness principles among stakeholders.ConclusionThis framework aligns with international social responsiveness literature while offering a unique low-to middle income country perspective. It acknowledges the complexities of integrating social responsiveness and provides practical ways to address them. This framework serves as a valuable tool for curriculum review in resource-constrained contexts. Future research could explore its applicability across diverse settings, and investigate its long-term impact on student learning and professional development, ultimately shaping future healthcare professionals equipped to address their communities’ needs.https://www.frontiersin.org/articles/10.3389/fmed.2024.1435472/fullsocial responsibilitysocial responsivenesssocial accountabilityhealth professions curriculahealth professions educationtransformative education |
| spellingShingle | G. C. Botha L. Crafford L. Crafford From understanding to action: a juncture-factor framework for advancing social responsiveness in health professions education Frontiers in Medicine social responsibility social responsiveness social accountability health professions curricula health professions education transformative education |
| title | From understanding to action: a juncture-factor framework for advancing social responsiveness in health professions education |
| title_full | From understanding to action: a juncture-factor framework for advancing social responsiveness in health professions education |
| title_fullStr | From understanding to action: a juncture-factor framework for advancing social responsiveness in health professions education |
| title_full_unstemmed | From understanding to action: a juncture-factor framework for advancing social responsiveness in health professions education |
| title_short | From understanding to action: a juncture-factor framework for advancing social responsiveness in health professions education |
| title_sort | from understanding to action a juncture factor framework for advancing social responsiveness in health professions education |
| topic | social responsibility social responsiveness social accountability health professions curricula health professions education transformative education |
| url | https://www.frontiersin.org/articles/10.3389/fmed.2024.1435472/full |
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