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What we measure
ISAT – Institutional Guide
ISAT Application
Corporate Social Accountability Tool
Institutions Leading the Way in Social Accountability
OVERSIGHT COMMITTEES
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ISAT Application
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1. What is the name of your institution?
2. Where is the location of the institution?
3. What is the name and contact of the institution's leadership (e.g., rector, vice-chancellor, dean, director, CEO, etc.)
4. What is the name and contact of the person-in-charge in leading the ISAT assessment and implementation in the institution? This person will be the primary resource person for TUFH when contacting the institution related to ISAT.
5. List a minimum of 5 faculty delegates and their respective roles included in the application process that aligns the process with Social Accountability principles, including their email, included in the application process. The delegates should be samples of various seniority, department/division, gender, etc.
6. List a minimum of 5 student delegates and their role, included in the application process that aligns the process with Social Accountability principles including their email, included in the application process. The delegates should be samples of various seniority (year/batch of study), study program, gender, etc.
7. This question aims to understand to what extent your institution engages stakeholders in planning for advancements, policy and decisions overall. Using the most appropriate/realistic developmental descriptions provided in the criteria below, please indicate your institutional phase.
(Phase 1) Involvement of internal stakeholders (i.e., faculty members and students) in the completion of self-assessment and action plan to advance to the next stage.
(Phase 2) Involvement of internal stakeholders and health professionals and community representatives in the completion of self-assessment and action plans to advance to the next stage.
(Phase 3) Involvement of internal stakeholders, health professionals, community representatives and health care organizations in the completion of self-assessment and action plans to advance to the next stage.
(Phase 4) Involvement of internal stakeholders, health professionals, community representatives, health care organizations, and government in the completion of self-assessment and action plans to advance to the next stage.
8. Using the most appropriate/realistic developmental milestones provided in the criteria for student recruitment, selection and support, please select the best description of where your institution falls between Phase 1 and Phase 4.
(Phase 1) Student selection criteria focuses mostly on academic performance or the school has no authority to change selection criteria. No emphasis on supporting students from underserved or underrepresented backgrounds.
(Phase 2) The school is reviewing student selection criteria to better address diversity, equity and local health workforce needs; these criteria are not yet being implemented.
(Phase 3) The school has integrated selection criteria to improve diversity and equity and address workforce needs. The school also defines the type of selection criteria related to diversity to be incorporated in its selection process. The school actively recruits students from underserved or underrepresented backgrounds. The school actively recruits students from underserved or underrepresented backgrounds. Indicators: 1. Selection criteria aim to attract students who represent the socio-economic, geographic, ethnic, linguistic and cultural diversity of the region the school serves. 2. Advocacy to support access to health professional education for underserved groups. 3. Admission Committees have geographic and demographic diversity in their make-up.
(Phase 4) The student body reflects the socio-demographic and other characteristics of the communities and regions the school serves including underserved populations and those deemed most likely to be willing to serve those populations and regions. Indicators: 1. The proportion of learners from the populations and regions the school serves. 2. Successful outreach/orientation pathway programs for schools in underserved communities that include learners from those communities and track participant’s outcomes. 3. Explicit and targeted admission pathways and educational support for learners from underserved populations who may require additional support to succeed. 4. Admission Committees have diversity in memberships and community involvement at all levels. 5. Equivalency in ratios of attrition, progress and completion statistics of learners from underserved populations compared to all learners. 6. School has a comprehensive support/counselling/ remedial program. 7. School has a program dedicated to award scholarships for students from underserved communities.
Please provide a narrative-qualitative explanations for your selection to support your choice. You may upload supporting evidence (i.e., documents, webpage, images, published works, etc) to justify and further elaborate your choice.
9. Please provide a narrative description that supports your selection of Phase 1 to Phase 4 for student recruitment, selection, and support.
10. Please upload any documents that support your selection of Phase 1 to Phase 4 for student recruitment, selection and support.
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11. Please articulate your institution’s plan of action to move to the next phase. Please include the involvement of key stakeholders including internal stakeholders, health professionals, community representatives, health care organizations, and government in your plan of action.
12. Based upon your plan of action, please self assess your institution based upon the below narrative.
(Phase 1) The plan is concrete and realistic to move the institution to the next phase in 2-3 years and involves internal stakeholders (i.e., faculty members and students) in the completion of self-assessment and action plans to advance to the next stage.
(Phase 2) The plan is concrete and realistic to move the institution to the next phase in 1-2 years and involves internal stakeholders, health professionals and community representatives in the completion of self-assessment and action plans to advance to the next stage.
(Phase 3) The plan is concrete and realistic to move the institution to the next phase in 1-2 years and involves internal stakeholders, health professionals, community representatives and health care organizations in the completion of self-assessment and action plans to advance to the next stage.
(Phase 4) The plan is concrete and realistic to move the institution to the next phase in 6 months to 1 year and involves internal stakeholders, health professionals, community representatives, health care organizations, and government in the completion of self-assessment and action plans to advance to the next stage.
Section Break
13. Using the most appropriate/realistic developmental milestones provided in the criteria for faculty recruitment, please select the best description of where your institution falls between Phase 1 and Phase 4.
(Phase 1) The school recruits faculty based on “conventional” academic and clinical credentialing and most clinical teachers are based in hospital settings.
(Phase 2) The school has a strategy to recruit faculty with competencies needed to address health systems and community needs, in addition to delivering the core curriculum.
(Phase 3) The school prioritize recruitment of faculty who possess competencies agreed upon as needed to address the health system and community needs and reflects the diversity of the communities it serves, in addition to delivering the core curriculum. Indicators: 1. The school has a mix of primary care, clinical specialists, subspecialists, basic sciences and social sciences aligned with needs. 2. Faculty selection and promotion processes aim to attract faculty from a diverse mix of professional, cultural, social and community backgrounds.
(Phase 4) The school employs and promotes faculty who possess competencies needed to address health systems and community needs and those reflecting the diversity of the communities it serves and incorporates the principles of social accountability in their teaching. The school employs, trains, and supports community members and community-based practitioners as standardized patients and educators in a manner that strengthens local health services. Indicators: 1. Proportion of faculty who reflect gender parity and the diversity of the communities the school serves. 2. Training, use and recognition of community practitioners and members of the health care team in underserved communities and across the region as faculty. 3. Proportion of community members and practitioners who are faculty members and adjunct faculty who are engaged with the school in training health professionals. 4. Proportion of faculty involved in social accountability activities to develop health, health system, health workforce, and health care to meet community needs. 5. Proportion of faculty members who engage in teaching and research activities related to community health needs. 6. Schools value education and community engagement service in career advancement.
Please provide a narrative-qualitative explanations for your selection to support your choice. You may upload supporting evidence (i.e., documents, webpage, images, published works, etc) to justify and further elaborate your choice.
14. Please provide a narrative description that supports your selection of Phase 1 to Phase 4 for faculty recruitment.
15. Please upload any documents that support your selection of Phase 1 to Phase 4 for faculty recruitment.
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16. Please articulate your institution’s plan of action to move to the next phase. Please include the involvement of key stakeholders including internal stakeholders, health professionals, community representatives, health care organizations, and government in your plan of action.
17. Based upon your plan of action, please self assess your institution based upon the below narrative.
(Phase 1) The plan is concrete and realistic to move the institution to the next phase in 2-3 years and involves internal stakeholders (i.e., faculty members and students) in the completion of self-assessment and action plans to advance to the next stage.
(Phase 2) The plan is concrete and realistic to move the institution to the next phase in 1-2 years and involves internal stakeholders, health professionals and community representatives in the completion of self-assessment and action plans to advance to the next stage.
(Phase 3) The plan is concrete and realistic to move the institution to the next phase in 1-2 years and involves internal stakeholders, health professionals, community representatives and health care organizations in the completion of self-assessment and action plans to advance to the next stage
(Phase 4) The plan is concrete and realistic to move the institution to the next phase in 6 months to 1 year and involves internal stakeholders, health professionals, community representatives, health care organizations, and government in the completion of self-assessment and action plans to advance to the next stage.
18. Using the most appropriate/realistic developmental milestones provided in the criteria for faculty development, please select the best description of where your institution falls between Phase 1 and Phase 4.
(Phase 1) The school has no faculty development program and if there is one, it is limited to conventional pedagogical approaches and curricular topics.
(Phase 2) The school has a faculty development program that values student-centered and active learning strategies but overall promotes conventional approaches.
(Phase 3) The school has a faculty development program that includes a focus on topics related to community needs (e.g. social determinants of health, community mobilization, etc.) as well as principles of student-centered and active learning, assessment of students, workplace-based learning and community-based learning. Indicators: 1. Faculty assessment and development programs are designed to update and strengthen teaching and competencies relevant to priority health needs identified. 2. Educators undertake training and development of cross-cultural skills/cultural humility.
(Phase 4) The school assesses faculty performance and community engagement; and provides faculty development programs aligned with the goals of socially accountable health professional education including active, student-centered and community-based learning. Indicators: 1. Proportion of faculty who completed clinical skills training relevant to priority health care needs identified. 2. Proportion of faculty who completed professional development in effective community engagement. 3. Proportion of faculty who are engaged in social accountability aligned education, research and services? 4. Proportion of faculty members from the local health workforce (including practitioners and community members) who have completed courses on teaching methodologies including inter-professional education and community service. 5. Faculty, especially those from underserved groups, receive personalized development and career enhancement. 6. School has a program to reward the quality of teaching and community engagement.
Please provide a narrative-qualitative explanations for your selection to support your choice. You may upload supporting evidence (i.e., documents, webpage, images, published works, etc) to justify and further elaborate your choice.
19. Please provide a narrative description that supports your selection of Phase 1 to Phase 4 for faculty development.
20. Please upload any documents that support your selection of Phase 1 to Phase 4 for faculty development.
Max. file size: 2 GB.
21. Please articulate your institution’s plan of action to move to the next phase. Please include the involvement of key stakeholders including internal stakeholders, health professionals, community representatives, health care organizations, and government in your plan of action.
22. Based upon your plan of action, please self assess your institution based upon the below narrative.
(Phase 1) The plan is concrete and realistic to move the institution to the next phase in 2-3 years and involves internal stakeholders (i.e., faculty members and students) in the completion of self-assessment and action plans to advance to the next stage.
(Phase 2) The plan is concrete and realistic to move the institution to the next phase in 1-2 years and involves internal stakeholders, health professionals and community representatives in the completion of self-assessment and action plans to advance to the next stage.
(Phase 3) The plan is concrete and realistic to move the institution to the next phase in 1-2 years and involves internal stakeholders, health professionals, community representatives and health care organizations in the completion of self-assessment and action plans to advance to the next stage.
(Phase 4) The plan is concrete and realistic to move the institution to the next phase in 6 months to 1 year and involves internal stakeholders, health professionals, community representatives, health care organizations, and government in the completion of self-assessment and action plans to advance to the next stage.
23. Using the most appropriate/realistic developmental milestones provided in the criteria for curriculum content, please select the best description of where your institution falls between Phase 1 and Phase 4.
(Phase 1) The curriculum is speciality-driven and focuses on disease management and individual health.
(Phase 2) The traditional curriculum incorporates elements of public health and topics related to community needs.
(Phase 3) Curricular content reflects identified priority health, cultural and social needs of populations in the geographic area the school serves. The curriculum is competency-based and includes content related to interprofessional teamwork. Indicators: 1. Required competencies are defined based on the health needs of the populations and regions the school serves. 2. Proportion of the curriculum allocated to learning about priority community health needs not traditionally part of a medical curriculum.
(Phase 4) The curriculum design, content, delivery, assessment and evaluation reflect the expected competencies of graduates related to health equity and social accountability. Professional orientation is identified through a need assessment of the geographical area and in underserved communities, the school serves in collaboration with stakeholders. It integrates the principles of primary health care, basic and clinical science with population health and social determinants of health. Indicators: 1. School identifies graduate competencies that are based on the priority health, cultural and social needs of the geographical area the school serves and the health system and services in collaboration with community stakeholders. 2. There is a strong alignment throughout the whole duration of the program between curricular content and the findings of needs assessment and the desired graduate competencies. 3. Student assessment focuses on competencies that best prepare students to meet the health needs of communities, with an emphasis on primary health care and professionalism. 4. Curriculum is reviewed regularly by all stakeholders to ensure its quality and that it meets the needs of the community.
Please provide a narrative-qualitative explanation for your selection to support your choice. You may upload supporting evidence (i.e., documents, webpage, images, published works, etc) to justify and further elaborate your choice.
24. Please provide a narrative description that supports your selection of Phase 1 to Phase 4 for the curriculum content.
25. Please upload any documents that support your selection of Phase 1 to Phase 4 for the curriculum content.
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26. Please articulate your institution’s plan of action to move to the next phase. Please include the involvement of key stakeholders including internal stakeholders, health professionals, community representatives, health care organizations, and government in your plan of action.
27. Based upon your plan of action, please self assess your institution based upon the below narrative.
(Phase 1) The plan is concrete and realistic to move the institution to the next phase in 2-3 years and involves internal stakeholders (i.e., faculty members and students) in the completion of self-assessment and action plans to advance to the next stage.
(Phase 2) The plan is concrete and realistic to move the institution to the next phase in 1-2 years and involves internal stakeholders, health professionals and community representatives in the completion of self-assessment and action plans to advance to the next stage.
(Phase 3) The plan is concrete and realistic to move the institution to the next phase in 1-2 years and involves internal stakeholders, health professionals, community representatives and health care organizations in the completion of self-assessment and action plans to advance to the next stage.
(Phase 4) The plan is concrete and realistic to move the institution to the next phase in 6 months to 1 year and involves internal stakeholders, health professionals, community representatives, health care organizations, and government in the completion of self-assessment and action plans to advance to the next stage.
28. Using the most appropriate/realistic developmental milestones provided in the criteria for learning methods in the curriculum, please select the best description of where your institution falls between Phase 1 and Phase 4.
(Phase 1) Learning methods are predominantly teacher-centered with few initiatives on active learning (i.e. Teaching Based Learning (TBL), interactive lectures).
(Phase 2) Learning methods are student-centered and include active learning, but mostly implemented in classroom settings.
(Phase 3) Learning methods integrate student-centered and active learning with community-based service-learning. Indicators: 1. Learning methods include problem-solving to address priority needs in the communities the school serves. 2. The school offers inter-professional learning in primary care contexts and students actively engage in primary care health teams.
(Phase 4) The School offers an integrated student-centered learning curriculum, with educational programs located in communities integrated with health work teams and with a clear view of social determinants of health as well as inter-professional learning. Indicators: 1. Teaching methodologies are relevant and appropriate to learner’s needs and context. 2. Learner satisfaction with learning methodology is reviewed on a regular basis. 3. Proportion of the curriculum is spent in inter-professional team learning environment. 4. Continuous assessment that includes evaluating and monitoring the acquisition of competencies associated with social accountability.
Please provide a narrative-qualitative explanation for your selection to support your choice. You may upload supporting evidence (i.e., documents, webpage, images, published works, etc) to justify and further elaborate your choice.
29. Please provide a narrative description that supports your selection of Phase 1 to Phase 4 for learning methods in the curriculum.
30. Please upload any documents that support your selection of Phase 1 to Phase 4 for learning methods in the curriculum.
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31. Please articulate your institution’s plan of action to move to the next phase. Please include the involvement of key stakeholders including internal stakeholders, health professionals, community representatives, health care organizations, and government in your plan of action.
32. Based upon your plan of action, please self assess your institution based upon the below narrative.
(Phase 1) The plan is concrete and realistic to move the institution to the next phase in 2-3 years and involves internal stakeholders (i.e., faculty members and students) in the completion of self-assessment and action plans to advance to the next stage.
(Phase 2) The plan is concrete and realistic to move the institution to the next phase in 1-2 years and involves internal stakeholders, health professionals and community representatives in the completion of self-assessment and action plans to advance to the next stage.
(Phase 3) The plan is concrete and realistic to move the institution to the next phase in 1-2 years and involves internal stakeholders, health professionals, community representatives and health care organizations in the completion of self-assessment and action plans to advance to the next stage.
(Phase 4) The plan is concrete and realistic to move the institution to the next phase in 6 months to 1 year and involves internal stakeholders, health professionals, community representatives, health care organizations, and government in the completion of self-assessment and action plans to advance to the next stage.
33. Using the most appropriate/realistic developmental milestones provided in the criteria for types and locations of educational experiences offered by the curriculum, please select the best description of where your institution falls between Phase 1 and Phase 4.
(Phase 1) Learning takes place mostly in classrooms and hospital settings with little or no time spent in community and primary care settings.
(Phase 2) The curriculum includes required short placement in primary care and community sites while most clinical learning takes place in hospital settings.
(Phase 3) There is an appropriate balance in clinical training between classroom, community, primary, ambulatory and hospital settings. Indicators: 1. The curriculum ensures that students achieve an appropriate mix of mandatory community, primary care and hospital experiences. 2. The proportion of student’s time spent in community and primary care placement. 3. The curriculum provides a diversity of experiences in settings in which students learn and addresses social determinants of health. 4. Quality assurance processes including supervision and clear process for site selection.
(Phase 4) Students are placed in the community, primary care and hospital settings, including underserved communities, with the opportunity for an extensive, immersive experience during the final years when most clinical learning takes place. Indicators: 1. The proportion of student’s time is spent in primary care, community and underserved settings each year. 2. School trains and assesses the performance of all clinical preceptors. 3. The proportion of learners who choose careers in primary care, community and underserved settings. 4. Stakeholders involved in the creation and evaluation of community placements for learners. 5. Provides adequate learner exposure to priority health needs while learning in context. 6. Schools and their stakeholders evaluate longitudinal experiences in the community. 7. Student assessment results are equivalent no matter which clinical sites the students received their training.
Please provide a narrative-qualitative explanation for your selection to support your choice. You may upload supporting evidence (i.e., documents, webpage, images, published works, etc) to justify and further elaborate your choice.
34. Please provide a narrative description that supports your selection of Phase 1 to Phase 4 for types and locations of educational experiences offered by the curriculum.
34. Please provide a narrative description that supports your selection of Phase 1 to Phase 4 for types and locations of educational experiences offered by the curriculum.
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36. Please articulate your institution’s plan of action to move to the next phase. Please include the involvement of key stakeholders including internal stakeholders, health professionals, community representatives, health care organizations, and government in your plan of action.
37. Based upon your plan of action, please self assess your institution based upon the below narrative.
(Phase 1) The plan is concrete and realistic to move the institution to the next phase in 2-3 years and involves internal stakeholders (i.e., faculty members and students) in the completion of self-assessment and action plans to advance to the next stage.
(Phase 2) The plan is concrete and realistic to move the institution to the next phase in 1-2 years and involves internal stakeholders, health professionals and community representatives in the completion of self-assessment and action plans to advance to the next stage.
(Phase 3) The plan is concrete and realistic to move the institution to the next phase in 1-2 years and involves internal stakeholders, health professionals, community representatives and health care organizations in the completion of self-assessment and action plans to advance to the next stage.
(Phase 4) The plan is concrete and realistic to move the institution to the next phase in 6 months to 1 year and involves internal stakeholders, health professionals, community representatives, health care organizations, and government in the completion of self-assessment and action plans to advance to the next stage.
38. Using the most appropriate/realistic developmental milestones provided in the criteria for community-based research, please select the best description of where your institution falls between Phase 1 and Phase 4.
(Phase 1) Limited or no research focusing on priority issues in the communities that the school serves.
(Phase 2) A number of individual faculty members, at their own initiative, conduct research that is relevant to health equity, community health and workforce needs.
(Phase 3) The school has specific community-based research programs supported mainly by faculty members with irregular participation of students, health workers and community members. Indicator: The proportion of research projects that have a translational component that is relevant to the communities they serve.
(Phase 4) The school has an integrated research program based on the social determinants of health, with the participation of students, faculty, health workers and community members. The school has an integrated research program within all educational departments that focuses on health equity, gender parity and community health needs. Indicators: 1. Research results regularly presented to the community, with demonstrable impact on the local health. 2. The proportion of community-based research projects that involve community members and other stakeholders. 3. Demonstrated impact of research on health services, policy and practice.
Please provide a narrative-qualitative explanation for your selection to support your choice. You may upload supporting evidence (i.e., documents, webpage, images, published works, etc) to justify and further elaborate your choice.
39. Please provide a narrative description that supports your selection of Phase 1 to Phase 4 for community-based research.
40. Please upload any documents that support your selection of Phase 1 to Phase 4 for community-based research.
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41. Please articulate your institution’s plan of action to move to the next phase. Please include the involvement of key stakeholders including internal stakeholders, health professionals, community representatives, health care organizations, and government in your plan of action.
42. Based upon your plan of action, please self assess your institution based upon the below narrative.
(Phase 1) The plan is concrete and realistic to move the institution to the next phase in 2-3 years and involves internal stakeholders (i.e., faculty members and students) in the completion of self-assessment and action plans to advance to the next stage.
(Phase 2) The plan is concrete and realistic to move the institution to the next phase in 1-2 years and involves internal stakeholders, health professionals and community representatives in the completion of self-assessment and action plans to advance to the next stage.
(Phase 3) The plan is concrete and realistic to move the institution to the next phase in 1-2 years and involves internal stakeholders, health professionals, community representatives and health care organizations in the completion of self-assessment and action plans to advance to the next stage.
(Phase 4) The plan is concrete and realistic to move the institution to the next phase in 6 months to 1 year and involves internal stakeholders, health professionals, community representatives, health care organizations, and government in the completion of self-assessment and action plans to advance to the next stage.
Using the most appropriate/realistic developmental milestones provided in the criteria for governance, please select the best description of where your institution falls between Phase 1 and Phase 4.
(Phase 1) No social accountability mandate in the school’s vision, mission and values. Decision-making is done through councils solely represented by faculty members.
(Phase 2) Contemplation of a socially accountable mandate in the school’s vision, mission and values is underway. School’s councils represented by faculty and students.
(Phase 3) Social accountability mandates the school’s strategic plan, mission, vision and values. Decision-making is done through partnership and councils representing internal and external stakeholders including communities.
(Phase 4) A Social accountability mandate in the school’s vision, mission and values that are fully defined, with metrics and benchmarks, and is being implemented. Indicators: 1. Important school’s decisions reflect the input of key stakeholders, including educators, leaders, learners and communities. 2. Evidence that education, research and service are designed, implemented and evaluated by external stakeholders.
Please provide a narrative-qualitative explanation for your selection to support your choice. You may upload supporting evidence (i.e., documents, webpage, images, published works, etc) to justify and further elaborate your choice.
44. Please provide a narrative description that supports your selection of Phase 1 to Phase 4 for governance.
45. Please upload any documents that support your selection of Phase 1 to Phase 4 for governance.
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46. Please articulate your institution’s plan of action to move to the next phase. Please include the involvement of key stakeholders including internal stakeholders, health professionals, community representatives, health care organizations, and government in your plan of action.
47. Based upon your plan of action, please self assess your institution based upon the below narrative.
(Phase 1) The plan is concrete and realistic to move the institution to the next phase in 2-3 years and involves internal stakeholders (i.e., faculty members and students) in the completion of self-assessment and action plans to advance to the next stage.
(Phase 2) The plan is concrete and realistic to move the institution to the next phase in 1-2 years and involves internal stakeholders, health professionals and community representatives in the completion of self-assessment and action plans to advance to the next stage.
(Phase 3) The plan is concrete and realistic to move the institution to the next phase in 1-2 years and involves internal stakeholders, health professionals, community representatives and health care organizations in the completion of self-assessment and action plans to advance to the next stage.
(Phase 4) The plan is concrete and realistic to move the institution to the next phase in 6 months to 1 year and involves internal stakeholders, health professionals, community representatives, health care organizations, and government in the completion of self-assessment and action plans to advance to the next stage.
48. Using the most appropriate/realistic developmental milestones provided in the criteria for stakeholder partnership and engagement, please select the best description of where your institution falls between Phase 1 and Phase 4.
(Phase 1) Decisions are made by the university and/or faculty authorities with no regards to social accountability or involvement of stakeholders including community partners.
(Phase 2) Decisions are made by the university and/or faculty authorities with limited regards to social accountability or formal involvement of stakeholders.
(Phase 3) Decisions are made through consultation with formal involvements of stakeholders in some but not all committees and processes. Indicators: 1. Decisions are made with inputs from targeted stakeholders. 2. The school has policy and processes in place to seek out and consult with stakeholders in decision making.
(Phase 4) The school actively partners with students, faculty, health sector stakeholders, policymakers and communities to design, manage and evaluate education, and research activities that address the priority health and social needs of the communities the school serves. Indicators: 1. Decisions that affect the social accountability mandate of the school consistently reflect the input of key stakeholders including educators, leaders, learners, service providers, patients, government and communities. 2. Evidence that external stakeholders from the community are actively involved in the design, implementation and evaluation of education, research and service. 3. The proportion of projects and partnerships involving communities and health service providers.
Please provide a narrative-qualitative explanation for your selection to support your choice. You may upload supporting evidence (i.e., documents, webpage, images, published works, etc) to justify and further elaborate your choice.
49. Please provide a narrative description that supports your selection of Phase 1 to Phase 4 for stakeholder partnership and engagement.
50. Please upload any documents that support your selection of Phase 1 to Phase 4 for stakeholder partnership and engagement.
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51. Please articulate your institution’s plan of action to move to the next phase. Please include the involvement of key stakeholders including internal stakeholders, health professionals, community representatives, health care organizations, and government in your plan of action.
52. Based upon your plan of action, please self assess your institution based upon the below narrative.
(Phase 1) The plan is concrete and realistic to move the institution to the next phase in 2-3 years and involves internal stakeholders (i.e., faculty members and students) in the completion of self-assessment and action plans to advance to the next stage.
(Phase 2) The plan is concrete and realistic to move the institution to the next phase in 1-2 years and involves internal stakeholders, health professionals and community representatives in the completion of self-assessment and action plans to advance to the next stage.
(Phase 3) The plan is concrete and realistic to move the institution to the next phase in 1-2 years and involves internal stakeholders, health professionals, community representatives and health care organizations in the completion of self-assessment and action plans to advance to the next stage.
(Phase 4) The plan is concrete and realistic to move the institution to the next phase in 6 months to 1 year and involves internal stakeholders, health professionals, community representatives, health care organizations, and government in the completion of self-assessment and action plans to advance to the next stage.
53. Using the most appropriate/realistic developmental milestones provided in the criteria for school outcomes, please select the best description of where your institution falls between Phase 1 and Phase 4.
(Phase 1) The school doesn’t track its graduates.
(Phase 2) The school is developing systems and processes to track the location and practice of its graduates.
(Phase 3) The school tracks its graduates and is beginning to measure its influence on graduates’ location and practice. Indicators: 1. Graduate career choice and practice location. 2. Research on educational factors that influence location and career choices.
(Phase 4) An appropriate number of the school’s graduates practice according to where they are needed in the geographical region the school serves. Indicators: 1. There is a system in place to continuously track the school’s graduates and the relevance of the training they received to their practice. 2. The school uses feedback from its graduates to adjust its programs as part of continuous quality improvement 3. The practice choices of graduates reflect the needs of the region that the school serves for primary care and specialities. 4. The location of graduates closely mirrors the geographical distribution of health needs in the communities and regions the school and its graduates serve. 5. The school works closely with post-graduate/vocational residency training programs to develop a continuum of learning. 6. The proportion of graduates practising in high need areas and professional orientations such as primary care.
Please provide a narrative-qualitative explanation for your selection to support your choice. You may upload supporting evidence (i.e., documents, webpage, images, published works, etc) to justify and further elaborate your choice.
54. Please provide a narrative description that supports your selection of Phase 1 to Phase 4 for school outcomes.
55. Please upload any documents that support your selection of Phase 1 to Phase 4 for school outcomes.
Max. file size: 2 GB.
54. Please provide a narrative description that supports your selection of Phase 1 to Phase 4 for school outcomes.
57. Based upon your plan of action, please self assess your institution based upon the below narrative.
(Phase 1) The plan is concrete and realistic to move the institution to the next phase in 2-3 years and involves internal stakeholders (i.e., faculty members and students) in the completion of self-assessment and action plans to advance to the next stage.
(Phase 2) The plan is concrete and realistic to move the institution to the next phase in 1-2 years and involves internal stakeholders, health professionals and community representatives in the completion of self-assessment and action plans to advance to the next stage.
(Phase 3) The plan is concrete and realistic to move the institution to the next phase in 1-2 years and involves internal stakeholders, health professionals, community representatives and health care organizations in the completion of self-assessment and action plans to advance to the next stage.
(Phase 4) The plan is concrete and realistic to move the institution to the next phase in 6 months to 1 year and involves internal stakeholders, health professionals, community representatives, health care organizations, and government in the completion of self-assessment and action plans to advance to the next stage.
58. Using the most appropriate/realistic developmental milestones provided in the criteria for societal impact, please select the best description of where your institution falls between Phase 1 and Phase 4.
(Phase 1) The school doesn’t measure the impact it has on the region it serves.
(Phase 2) The school is developing a systematic measurement of its societal impact.
(Phase 3) The school implements research to systematically measure its societal impact. Indicator: Faculty implements research to assess the impact of implementing social accountability strategies on the geographical region it serves.
(Phase 4) The school’s education, research, its graduates, health service and partnerships have a positive impact on the health care, health and health equity of the communities/regions the school and its graduates serve. Indicators: 1. Systematic measurement of the school´s impact. 2. Graduates contribute to improving the quality and equity of healthcare access in the communities they serve. 3. The school’s educational programs are an integral part of its region’s health care system. 4. The school’s partnerships with health care organizations and communities include projects that improve the health of underserved populations. 5. School and its graduates are actively engaged in improving health systems, advocacy for underserved populations and increased health equity. 6. Research findings inform policy and practice to improve health and health care in the region the school serves.
Please provide a narrative-qualitative explanation for your selection to support your choice. You may upload supporting evidence (i.e., documents, webpage, images, published works, etc) to justify and further elaborate your choice.
59. Please provide a narrative description that supports your selection of Phase 1 to Phase 4 for societal impact.
60. Please upload any documents that support your selection of Phase 1 to Phase 4 for societal impact.
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61. Please articulate your institution’s plan of action to move to the next phase. Please include the involvement of key stakeholders including internal stakeholders, health professionals, community representatives, health care organizations, and government in your plan of action.
62. Based upon your plan of action, please self assess your institution based upon the below narrative.
(Phase 1) The plan is concrete and realistic to move the institution to the next phase in 2-3 years and involves internal stakeholders (i.e., faculty members and students) in the completion of self-assessment and action plans to advance to the next stage.
(Phase 2) The plan is concrete and realistic to move the institution to the next phase in 1-2 years and involves internal stakeholders, health professionals and community representatives in the completion of self-assessment and action plans to advance to the next stage.
(Phase 3) The plan is concrete and realistic to move the institution to the next phase in 1-2 years and involves internal stakeholders, health professionals, community representatives and health care organizations in the completion of self-assessment and action plans to advance to the next stage.
(Phase 4) The plan is concrete and realistic to move the institution to the next phase in 6 months to 1 year and involves internal stakeholders, health professionals, community representatives, health care organizations, and government in the completion of self-assessment and action plans to advance to the next stage.
63. Please provide explanatory narratives of other social accountability activities/initiatives in your institution that has not been covered in the previous items.
Other Social Accountability Initiatives
64. Please upload any additional files needed for the other social accountability activities.
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Other Social Accountability Initiatives
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