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Background: Health professions education curricula are undergoing reform towards social accountability (SA), defined as an academic institution's obligation to orient its education, service and research to respond to societal needs. However, little is known about how or which educational experiences transform learners and the processes behind such action. For example, those responsible for the development and implementation of undergraduate medical education (UGME) programs can benefit from a deeper understanding of educational approaches that foster the development of competencies related to SA. The purpose of this paper was to learn from the perspectives of the various partners involved in a program's delivery about what curricular aspects related to SA are expressed in a UGME program. Methods: We undertook a qualitative descriptive study at a francophone Canadian university. Through purposive convenience and snowball sampling, we conducted 16 focus groups (virtual) with the following partners: (a) third‐ and fourth‐year medical students, (b) medical teachers, (c) program administrators (e.g., program leadership), (d) community members (e.g., community organisations) and (e) patient partners. We used inductive thematic analysis to interpret the data. Results: The participants' perspectives organised around four key themes including (a) the definition of a future socially accountable physician, (b) socially accountable educational activities and experiences, (c) characteristics of a socially accountable MD program and (d) suggestions for curriculum improvement and implementation. Conclusions: We extend scholarship about curricular activities related to SA from the perspectives of those involved in teaching and learning. We highlight the relevance of experiential learning, engagement with community members and patient partners and collaborative approaches to curriculum development. Our study provides a snapshot of what are the sequential pathways in fostering SA among medical students and therefore addresses a gap between knowledge and practice regarding what contributes to the implementation of educational approaches related to SA. We emphasise the need for educational innovation and research to develop and align assessment methods with teaching and learning related to SA. This study delves into how a medical training fosters socially accountable physicians. Findings underscore the importance of experiential learning, community engagement, and collaborative curriculum development. #MedEd #SocialAccountability [ABSTRACT FROM AUTHOR]

The world was caught off guard by the swift spread of the COVID-19 pandemic at the beginning of 2020. For vulnerable populations such as the urban Indigenous, the first wave of the pandemic was even more challenging, for multiple reasons. Because many of their usual culturally safe services were interrupted, they found themselves struggling on different levels. Our team conducted a needs assessment to shed light on how urban Indigenous people living in the Saugenay-Lac-Saint-Jean region in the province of Quebec, Canada, dealt with this situation, and what holistic health services they most wished they could have relied on. To respect Indigenous culture, data collection was completed through sharing circles in addition to a web-based survey. The results indicated that participants experienced anxiety and psychological distress during the pandemic. They identified unmet needs related to family services, support in homeschooling, access to traditional medicine, and spiritual and cultural practices, among others. Future work should involve the implementation of culturally safe services, adapted to the pandemic era, for Indigenous people living in urban areas. [ABSTRACT FROM AUTHOR]

Presents a case study on long-term pediatric genetic disease. Diagnosis of meconium ileus in a neonate; Medical progress of an infant; Management of complications of cystic fibrosis; End of life issues.

Part III. Presents a physician management narrative on trauma care in a rural setting. Diagnosis of injuries suffered by a motorcycle driver who was hit by a truck; Medical procedures done on the patient; Medical knowledge and attitude required of attending physicians.

Demonstrates the broad range of knowledge, skills and attitudes used by rural family physicians in responding to the needs of patients in Canada. Illustration of rural family practice with a series of rural patient stories; Provision of rural health services; Alteration of some details on patient stories to protect the identity of the individuals involved.