CRITERION 2 

EDUCATION OF DOCTORS, DENTISTS OR VETERINARY PRACTITIONERS. 

Admissions 

School admissions should reflect the demographic mix of the school’s community/region/ nation. 

Assessors would seek evidence that your school provides the following: 

1. Recruits, selects and supports students who reflect the social, cultural, economic and geographic diversity of the community/region/nation it has a mandate to serve. 

2. Effective programmes to prepare, recruit and admit suitable students from disadvantaged and under-represented groups from the community/region/nation it has a mandate to serve. (This may also include under-represented students from developing countries. 

3. Selection criteria for admission that are reflective of the best available evidence about the characteristics of students most likely to commit and respond to the health needs of the school’s community/region/nation. 

4. The selection process pays specific attention to the accessibility, social and environmental impact of the admissions process itself (e.g., rural and socially distanced students are not at a disadvantage by virtue of location and travel requirements). 

 Assessors would seek evidence that: 

1. Relevant unique geographic, social, environmental and cultural context are incorporated into learning. Example: Students gain knowledge and understanding of the epidemiology of disease related to their local environment and the social determinants of health.  

2. Clinical learning and “service learning “occurs in a variety of local, regional and national settings that allow students to experience geographic, social, and cultural diversity. 

3. Programmes exist to ensure early and extensive exposure to community-based learning experiences to understand and act on social and environmental health determinants and gain and understanding of health needs of community. 

4. Programmes exist on professionalism for students, staff and faculty, including ethics, teamwork, cultural competence, working across disciplinary boundaries, leadership role-modelling and communications. 

5. There are inter-professional learning experiences to develop teamwork approach to community needs.  

6. Learning opportunities that introduce and develop the concept of social accountability/health equity will be evident and transparent throughout the curriculum. 

7. Learning opportunities that introduce and develop the concept of environmental accountability, (including but not limited to environmental impacts on health, the impact of health systems on the environment, health co-benefits of sustainable lifestyle choices and opportunities to mitigate future impact for the wider benefit of humanity) will be evident and transparent throughout the curriculum.   

8. Opportunities exist for optional personalized learning by students that focus on social accountability, including structured electives, link programmes and cultural exchanges.  

9. Student assessments include the students’ ability to understand and analyze the value and concepts of social accountability and environmental accountability. 

10. Students are supported to create student-led projects to improve the health/health care of underserved and disadvantaged communities, regional, national and international patients and populations.  

11. Community, regional, national, and international learning experiences with underserved and disadvantaged patients, communities and populations. (Such experiences should be designed to foster the skills of effective response and avoidance of hopelessness and/or cynicism). 

12. Other examples related to social and/or environmental accountability in practitioner's education programmes. 

Faculty development/professional development/continuing health professions education  

Schools should enable life-long learning as healthcare providers and teachers for the clinicians in their community, region and nation by providing continuing health education/professional development/faculty development.  

Assessors would seek evidence that your school provides the following:  

1. Professional development/continuing education that is based on established health needs for practicing clinicians in its community, region and nation, including a demonstrated responsiveness to social and environmental determinants of health. 

2. Involves and supports practicing clinicians in the development and delivery of education in their communities and within the school.  

3. Faculty development includes preparation for teaching and role-modelling social and environmental accountability in practice and in health care systems. 

4. Other examples related to social and environmental accountability in faculty development/ professional development/ continuing education.