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Eghbalian, Fatemeh, Delavari, Somayeh, Mohammadi Kenari, Hoorieh. (1400). The Telephone Helpline of Persian Medicine: Social Accountability During the COVID-19 Pandemic. سامانه مدیریت نشریات علمی, 12(4), 293-296. doi: 10.30476/ijvlms.2021.89741.1079
Fatemeh Eghbalian; Somayeh Delavari; Hoorieh Mohammadi Kenari. "The Telephone Helpline of Persian Medicine: Social Accountability During the COVID-19 Pandemic". سامانه مدیریت نشریات علمی, 12, 4, 1400, 293-296. doi: 10.30476/ijvlms.2021.89741.1079
Eghbalian, Fatemeh, Delavari, Somayeh, Mohammadi Kenari, Hoorieh. (1400). 'The Telephone Helpline of Persian Medicine: Social Accountability During the COVID-19 Pandemic', سامانه مدیریت نشریات علمی, 12(4), pp. 293-296. doi: 10.30476/ijvlms.2021.89741.1079
Eghbalian, Fatemeh, Delavari, Somayeh, Mohammadi Kenari, Hoorieh. The Telephone Helpline of Persian Medicine: Social Accountability During the COVID-19 Pandemic. سامانه مدیریت نشریات علمی, 1400; 12(4): 293-296. doi: 10.30476/ijvlms.2021.89741.1079

The Telephone Helpline of Persian Medicine: Social Accountability During the COVID-19 Pandemic

Interdisciplinary Journal of Virtual Learning in Medical Sciences
مقاله 8، دوره 12، شماره 4، اسفند 2021، صفحه 293-296    اصل مقاله (408.16 K)
نوع مقاله: Letter to the Editor
شناسه دیجیتال (DOI): 10.30476/ijvlms.2021.89741.1079
نویسندگان
Fatemeh Eghbalian1؛ Somayeh Delavari2؛ Hoorieh Mohammadi Kenari* 2
1Research Institute for Islamic and Complementary Medicine, School of Persian Medicine, Iran University of Medical Sciences, Tehran, Iran
2Center for Educational Research in Medical Sciences (CERMS), Department of Medical Education, School of Medicine, Iran University of Medical Sciences, Tehran, Iran
چکیده
Social accountability serves as an essential factor in improving the quality, efficiency, and responsiveness of health systems (1). Health and medical education policy-makers emphasize social accountability as a measure of medical universities’ commitment with regard to community health priorities (2). In 1995 the World Health Organization (WHO) defined social accountability as: “The obligation of the medical schools to direct their education, research and/or service activities towards addressing the priority health concerns of the community, region, and/or nation they have the mandate to serve. Priority health concerns are to be jointly identified by governments, health care organisations, health professionals, and the public”(3). Social accountability principles oblige education policy-makers to consider costeffectiveness, quality, equity, and relevance in planning, delivering, and evaluation of educational programs, services and research activities (2). Social accountability in medical curriculums would fulfill the target community’s requirements in the health system (4). The Association of Faculties of Medicine of Canada (AFMC) and the Global Consensus for Social Accountability of Medical Schools (GCSA) have emphasized that every medical university’s mission should be based on linking medical education systems with community health requirements.
کلیدواژه‌ها
Telephone Counseling؛ Helpline؛ Social Accountability؛ COVID-19 Pandemic
مراجع

1. Naher N, Balabanova D, Hutchinson E, Marten R, Hoque R, Tune SNBK, et al. Do social accountability approaches work? A review of the literature from selected low-and middle-income countries in the WHO South-East Asia region. Health Policy and Planning. 2020;35(Supplement_1):i76-i96. doi:10.1093/heapol/czaa107.

2. Abdalla ME, Dash N, Shorbagi S, Taha MH. Development and validation of inventory tool to evaluate social accountability principles in case scenarios used in problem-based curriculum (Social accountability inventory for PBL). Med Educ Online. 2021;26(1). doi:10.1080/10872981.2020.1847243.

3. Boelen C, Heck JE. Division of Development of Human Resources for Health. Defining and measuring the social accountability of medical schools. Geneva: World Health Organization; 1995.  https://apps.who.int/iris/handle/10665/59441

4. Yamani N, Fakhari M. Social accountability of medical education curriculum: Barriers and implications. Iranian Journal of Medical Education. 2014;13(12):1082-98. PMCID: PMC5008901.

5. ABDOLMALEKI M, YAZDANI S, MOMENI S, MOMTAZMANESH N. Social accountable medical education: a concept analysis. Journal of Advances in Medical Education & Professionalism. 2017;5(3):108. PMCID: PMC5522902.

6. Hollander JE, Carr BG. Virtually perfect? Telemedicine for COVID-19. New England Journal of Medicine. 2020;382(18):1679-81. doi:10.1056/NEJMp2003539.

7. Smith AC, Thomas E, Snoswell CL, Haydon H, Mehrotra A, Clemensen J, et al. Telehealth for global emergencies: Implications for coronavirus disease 2019 (COVID-19). Journal of telemedicine and telecare. 2020:1357633X20916567. doi:10.1177/1357633X20916567.

8. Jnr BA. Use of telemedicine and virtual care for remote treatment in response to COVID-19 pandemic. Journal of Medical Systems. 2020;44(7):1-9. doi:10.1007/s10916-020-01596-5.

9. Aslani N, Garavand A. The Role of Telemedicine to Control COVID-19. Arch Clin Infect Dis. 2020;15:e102949. doi:10.5812/archcid.102949.

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