TY - JOUR
T1 - From understanding to action
T2 - a juncture-factor framework for advancing social responsiveness in health professions education
AU - Botha, G. C.
AU - Crafford, L.
N1 - Publisher Copyright:
Copyright © 2024 Botha and Crafford.
PY - 2024
Y1 - 2024
N2 - Background: Low- 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. Methods: Semi-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. Results: Our 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. Conclusion: This 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.
AB - Background: Low- 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. Methods: Semi-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. Results: Our 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. Conclusion: This 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.
KW - health professions curricula
KW - health professions education
KW - medicine
KW - pharmacy
KW - social accountability
KW - social responsibility
KW - social responsiveness
KW - transformative education
UR - http://www.scopus.com/inward/record.url?scp=85212496354&partnerID=8YFLogxK
U2 - 10.3389/fmed.2024.1435472
DO - 10.3389/fmed.2024.1435472
M3 - Article
C2 - 39712179
AN - SCOPUS:85212496354
SN - 2296-858X
VL - 11
JO - Frontiers in Medicine
JF - Frontiers in Medicine
M1 - 1435472
ER -