عنوان مقاله [English]
Background and objective: Accountable medical education should educate people who, in addition to being able to work in the profession, have the ability to respond to the challenges and problems arising from the changing needs of the community and health care, and can have positive effects on the community they serve. Faculty members play the most important role in institutionalizing accountable medical education. This article attempts to investigate the role of faculty members in accountable medical education.
Methods and Materials: This study is an analytical review and was conducted using the methodology of critical review in three stages: (A) Initial or title screening, (B) Secondary screening based on the study of the abstract and introduction of the articles (C) Tertiary screening: a brief study, prioritization based on conceptual richness and complete study of the articles. Out of 98 articles, 35 papers were reviewed.
Results: In order to develop their social responsibility, faculty members have a duty to contribute to the economic and social development of their community and play a role in creating value, entrepreneurship and innovation. For the implementation of accountable education, faculty members must deliver graduates to the community, which, in addition to enough knowledge are capable and have competencies such as problem-solving, critical thinking, the use of technology and information resources, communicating, comprehensive and community-based approach to health, evidence-based medicine, lifelong learning, clinical reasoning and professionalism. This requires changing the approaches and strategies of education, research, providing services and passing traditional roles.
Conclusion: In the light of the changing approaches and the acceptance of new roles, faculty members can play an effective role in institutionalizing accountable medical education.
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