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Measuring Our Success in Achieving Desired Outcomes in Social Accountability within the Faculty of Medicine and Health Sciences

Progress with social accountability within the Faculty of Medicine and Health Sciences is measured using the Core Social Values framework of Boelen and Heck (WHO, 1995):

  1. Relevance:听 In health care defined as the degree to which the most important problems are tackled first.
  2. Quality: High quality care uses evidence-based data and appropriate technology to deliver comprehensive health care to individuals and populations, taking into account their social, cultural and consumer expectations.
  3. Cost-effectiveness: Cost-effective health care systems are those that have the greatest impact on the health of a society while making the best use of its resources.
  4. Equity:听 Equity, which is central to a socially accountable health care system, means striving towards making quality health care accessible to all persons in all countries.

Note that the Core Social Values are expressed in terms of health care systems.听 In developing ways to measure social accountability within our Faculty, we contextualize the measures of these Core Social Values to our institution鈥檚 role building socially accountable health care systems, enacted through our missions of education, research, and service.
听

Measures Followed to Assess Progress with the Promotion of Greater Social Accountability within the Faculty of Medicine and Health Sciences:

Domain

Educational Mission:

Research Mission:

Service Mission:

Addressing the needs of the society we serve

Question(s):听

  1. Do the practice profiles of our graduates meet the needs of the populations we serve?
  2. Do the curricula in our health professions programs prepare our graduates well to meet the needs of the populations we serve?
  1. Graduate tracking in health professions programs (specialty versus generalist careers, future practice profiles).
  2. Program success data (success at licensure exams), comparing priority health concerns identified within our RUISSS听and curricular exposures through yearly feedback process.
  1. Tracking of research trainees
    (to be developed)

听
  1. Community surveys
  2. Community surveys.
    (to be developed)

Promotion of Diversity within the Faculty

Question(s):

  1. In comparison to the population we serve, what are the social demographic characteristics of our student body, faculty, and staff?
  1. Sociodemographic surveys of health professions students, faculty and staff.
  1. Sociodemographic surveys of graduate students
  1. RUISSS, provincial, and Canadian census data.

Building Environments of Inclusion

Question(s):

  1. What is the experience of our students, faculty and staff with respect to the inclusiveness of the learning and work environment?
  2. How many breaches of inclusiveness within the learning and work environment have been reported yearly?
  1. Graduate exit surveys
  2. Incident databasing and reporting (to be developed)
  1. Graduate student surveys
  2. Incident databasing and reporting (to be developed)

Not applicable

Addressing Equity within the Faculty (increasing participation for historically underrepresented groups)

Question(s):

  1. Which socio-demographic groups are underrepresented within our Faculty (understanding that听the underrepresentations may be different in different contexts, e.g. programs, place on the career continuum, etc.)?
  2. What is our progress with addressing gaps in underrepresentation?
  3. What are the barriers experienced by persons from underrepresented groups?
  4. Are our interventions aimed at addressing underrepresentation effective?
  1. Student and applicant sociodemographic surveys
  2. As in 1.
  3. As in 1.
  4. Pathway activities databasing, as well as student surveys.
  1. Graduate student sociodemographic survey
  2. As in 1.
  3. As in 1.

听
  1. RUISSS, Provincial and Census data.

Addressing Health Equity within the Communities we Serve

Question(s):

  1. What are the priority health equity concerns within our RUISSS?
  2. Through education, research, and service, how have we addressed those concerns?
  1. Community consultation event where priority health equity concerns are identified, a report is produced, and this is fed back to Faculty Leadership Council. Triangulation of these data with available data on health equity concerns within our RUISSS.
  2. Tracking of activities in education, research and service addressing identified community health equity concerns.

Engaging the Communities We Serve

Question(s):听

  1. What are the priority health concerns of the communities we serve?
  2. How is community voice brought into our decision-making processes in education, research and service?
  1. Community consultation event where priority health concerns are identified, a report is produced, and this is fed back to Faculty Leadership Council. Triangulation of these data with available data on health equity concerns within our RUISSS.
  2. Tracking of activities in education, research and service addressing identified community health concerns.
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