背景:社会责任旨在促进维护公平基本价值观的集体道德,效率,团结,和医疗保健中的社会正义,现在被认为是学术健康中心的一项重要任务。协作在线国际学习(COIL)是一种使用数字技术提供体验式国际学习的教学方法,特别适用于日益多样化和多元文化的医疗保健工作环境。SOLID\'AIRS计划是一个创新的法语COIL,旨在建立国际健康科学学生之间的社会责任交流和研讨会。我们研究的目的是评估参加SOLID\'AIRS计划对医学和药学专业学生的影响。
方法:四个不同国家的五所大学参与了SOLID\'AIRS。我们进行了一项定性研究,对2021年至2022年参加该计划的学生进行半定向采访。分五个时间阶段进行了主题分析:(1)阅读,(2)描述性编码,(3)概念编码,(4)主题的辨认和(5)相干主题构造的产生。
结果:在包括16名学生参与者之后,13名医学生和3名药学学生,我们确定了与参与影响相关的四个主要主题:(1)以前在社会责任和国际学习方面的经验,(2)对节目的感知,(3)项目的感知影响,(4)遇到的困难和改进方案的途径。总的来说,该计划得到了所有参与者的好评,他们报告了在线学习格式的优点和局限性.这种格式的主要优点是它的可行性。参与者注意到该计划对他们当前和未来的实践的专业和个人利益,包括对健康科学实践的更大反思。根据项目期间面临的挑战,特别是在协调小组工作和沟通方面,与会者建议合作者加强对团体项目的监督,并为未来的版本组织至少一次面对面的会议。参与者报告了在线圈过程中遇到的困难,并提出了改进方法。
结论:参与社会责任问题似乎是对医学实践采取反思方法的有效途径,应在其他教育环境中实施和评估。
BACKGROUND: Social accountability aims to promote a collective ethic that upholds the fundamental values of equity, efficiency, solidarity, and social justice in healthcare and is now considered as a critical mission of academic health centers. Collaborative Online International Learning (COIL) is a pedagogical approach that uses digital technology to provide experiential international learning, specifically for increasingly diverse and multicultural healthcare work environments. The SOLID\'AIRS program is an innovative French-language COIL that aims to set up international exchanges and workshops on social accountability between health sciences students. The aim of our study was to assess the impact of participation in the SOLID\'AIRS program on medical and pharmacy students.
METHODS: Five universities in four different countries were involved in SOLID\'AIRS. We conducted a qualitative study by performing individual, semi-directed interviews with students who participated in the program from 2021 to 2022. A thematic analysis was conducted in five chronological phases: (1) reading, (2) descriptive coding, (3) conceptual coding, (4) identification of themes and (5) production of a coherent thematic structure.
RESULTS: After including sixteen student participants, 13 medical and 3 pharmacy students, we identified four main themes related to the impact of participation: (1) previous experiences in social accountability and international learning, (2) perception of the program, (3) perceived impacts of the program, and (4) difficulties encountered and avenues to improve the program. Overall, the program was well received by all participants who reported the advantages and limitations of the online learning format. The primary advantage of this format was its feasibility. The participants noted both professional and personal benefits of the program for their current and future practice, including greater reflexivity towards health sciences practice. Based on the challenges faced during the program, particularly in coordinating group work and communication, participants suggested increased supervision of group projects by collaborators, and organizing at least one in-person meeting for future editions. The participants reported encountering difficulties during the COIL and suggested ways of improvement.
CONCLUSIONS: Participating in a COIL on social accountability appears to be an effective way to adopt a reflective approach to medical practice and should be implemented and evaluated in other educational contexts.