فصلنامه طب و تزکیه
سال سی و یکم شماره 1 (پیاپی 121، بهار 1401)

Social accountability is one of the primary missions of every hospital. Hospital managers should be familiar with the social aspects of medical practices and be informed about their services' effects on the target populations and hereby improve the quality of services and the satisfaction of service recipients through planning. The purpose of this study is to provide solutions to strengthen the accountability of managers and service providers to the people in hospitals and their responsibility towards the health of society, as well as patients and clients towards their health status.

Method and Materials: 

This study was conducted using the qualitative and step-by-step thematic analysis method and using field observations and experiences, participation in the think tank meetings of the Ministry of Health and Medical Education, participation in national documents criticizing sessions, as well as the study of the articles and contents contained in the websites of WHO, National Health System of England (NHS) and ACGME. Themes and strategic actions related to the topic were extracted and with qualitative analysis, the activities and solutions were listed, categorized, and edited.

In this study, in 8 areas and 37 strategic issues, more than 350 Practical solutions and some suggestions have been presented to the health officials.

In order to improve the indicators of social responsibility of hospitals, it is suggested to provide an appropriate structure for community-oriented education, forecasting health changes, needs assessment, development of indicators and standards, training the communication skills, behavioral interactions, professional ethics and respect the rights of the patients to the learners and employees, training and monitoring of the points related to diagnosis, treatment, care and prevention of diseases and optimal management of educational processes and hospital services, as well as social prescribing.

Despite the expansion of the use of artificial intelligence in various dimensions of human life, no written ethical guidelines have been developed for its application in the country. This research aims to systematically review the literature on applying this technology in medical sciences education to compile and summarize related codes of ethics and professional conduct.

Method and Materials: 

A search was conducted to identify related studies in PubMed, Web of Science, and EMBASE databases from 2010 to 2022. Studies that met the inclusion criteria were included in the review. Then the required information was extracted and discussed.

Seventeen studies entered the final study stage according to the criteria. The most critical extracted framework include, was: accountability and responsibility, knowledge and awareness, privacy and data protection, transparency and explainability, fairness and non-discrimination, safety, respect for the individual, controllability, necessity, and effectiveness, humane monitoring, bias, and altruism.

On the subject of ethical topics in the use of artificial intelligence in the education of medical sciences, there is still no codified and joint discourse in the country because the debate is complex, multi-dimensional, and dependent on the day-by-day progress of this technology and any regulatory framework, can change quickly and even become obsolete. As a result, it is necessary to move from a reactive approach to a proactive and forward-looking approach in dealing with this case. There is an urgent need to form a multidisciplinary working group in the Ministry of Health to formulate ethical principles, supervise and monitor systems, and enlighten teachers, students, and the general public with artificial intelligence and its ethical principles.

Using a flipped classroom with proper design improves learning and competencies. The aim of this study was to investigate the effects of the virtual flipped classroom on teaching dermatology to medical internship students.

Methods and Materials:

 A quasi-experimental study with a pre-test post-test group design was conducted on 38 medical internship students of Mashhad University of Medical Sciences in the second semester of the academic year 1399-1400. The stages of the study were: pre-testing at the beginning of the course, presenting electronic content in the field of dermatology, participating in online flipped classrooms, and finally conducting a post-test. To achieve satisfaction, a questionnaire was provided to students and the mean score of the questions was compared using a one-sample t-test with a mean value of zero. The effect on learners' knowledge was investigated by comparing the mean scores of pre-test and post-test using paired t-test.

Thirty-eight interns, including 17 males and 21 females with an average age of 24/8 ± 0/57 years and an average grade of 88/0 ± 8/3 (out of 100 scores) were enrolled. The mean score of all satisfaction questionnaire items was significantly higher than zero. The increase in post-test score compared to pre-test was statistically significant (t = 2.82; P = 0.009). There was no significant relationship between gender, age, and grade point average with satisfaction and learning.

Interns have a positive attitude towards the virtual flipped classroom. Dermatology virtual flipped classroom can significantly improve the level of knowledge of them.

Social accountability in the health system means directing all educational, research and service activities to address health concerns and priorities in the community. These days, considering the pervasiveness of the concept of social accountability around the world and the growing trend of literature in this regard as well as various interpretations made about this concept, we found it necessary to analyze the concept of social accountable medical education.

Methods and Materials: 

In this study, the modified version of McKenna’s approach to concept analysis was used to determine the concept, explain structures and substructures and determine the border concepts neighboring and against social accountability in medical education.

After review of related literatures, 12 articles and documents were selected to concept analysis. By studying the selected sources, the components of the concept were identified and the analytical definition of social accountability in the health research system was obtained. Then, a model case with all the features of the concept was developed to identify the concept of social accountability in the health research system from other related concepts.

According to the results of this study in the field of social accountability, the detailed and transparent analytical definition of social accountable health research can be used in future studies as well as the policies and decisions to meet the society health needs.

The development of human resources of faculty members is a very important and effective issue in promoting the efficiency and effectiveness of academic performance. One of the most practical policies for faculty development is coaching programs. Accordingly, the purpose of this study is to identify the components of the coaching program of faculty members of medical universities in order to improve their human capital.

The present qualitative research has been compiled using a seven-step Meta-synthesis strategy. Therefore, the specialized keywords in the internal databases of the recipients, Ensani Portal, Noormags, Sid and external databases Science Direct, Eric, Springer, Wiley Online Library, Sage Journals, Emerald, PubMed searched. The search result was 104 articles. 32 articles were selected from them.

In response to the first question of the research, the characteristics of instructor and instructor, including general and specialized characteristics for both members, as well as common characteristics for both members were identified. In response to the second research question, four main components for the coaching program were obtained. These components include; The anatomy of the coaching program (preparation, supervision and reward, feedback and outcome), university structure (governance and management at the university), development of social capital (internal and external relations) and soft capacities (cultural and normative). 

Policymakers and managers in the field of health system are advised to pay serious attention to the implementation of coaching program for the development of faculty members according to the identified components.

In the idea of clinical economics, the main emphasis is on having a systematic way of thinking to solve the issues and problems related to the health system by examining the current situation as well as foresight. Each system must be treated in a special way and individual decisions in each sector must be avoided, regardless of the nature of a purposeful and orderly system. Also, the experience of other countries can be used in this idea, but inevitably, the implementation of successful strategies of one health system for another system cannot be accompanied by optimal results.