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ASPIRE to excellence: Making health systems socially accountable.

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Title: ASPIRE to excellence: Making health systems socially accountable.
Authors: Petras, Tomáš1 (AUTHOR) tomas.petras.md@gmail.com, Woollard, Robert2 (AUTHOR), Pitama, Suzanne3 (AUTHOR), Klamen, Debra4 (AUTHOR), Anawati, Alex5 (AUTHOR), Amaral Mendes, Rui6 (AUTHOR), Boelen, Charles7 (AUTHOR), Patrício, Madalena8 (AUTHOR)
Source: Medical Teacher. Feb2026, Vol. 48 Issue 2, p218-225. 8p.
Subject Terms: *Medical education standards, *Awards, *Medical schools, Success, Medical technology, Medical care, Excellence, Social responsibility, Quality assurance
Abstract: This article explores the evolving landscape of social accountability in medical education through the lens of the AMEE ASPIRE-to-Excellence initiative. Social accountability has become increasingly recognized as a fundamental principle in health professional education, requiring health professional education and training programs to align their teaching, research, and service activities with the priority health concerns, namely those of the communities they serve. Drawing on the ASPIRE Social Accountability criteria, this paper outlines how these elements function not only as assessment tools but as building blocks for embedding social accountability into curricula and institutional missions. Essential elements include mission-driven leadership and governance, community co-design, equitable student recruitment, socially responsive curricula, community-engaged research, contribution to health services, impact measurement, and continuous quality improvement. The paper illustrates this through examples of excellence in different contexts and identifies key challenges and strategies for expanding social accountability in health professional education and training programs. The discussion emphasizes that social accountability is a dynamic, context-sensitive endeavor grounded in authentic partnerships, continuous quality improvement, and an inclusive approach to health, equity and diversity. The conclusion highlights the call to action: to embrace these criteria as living elements that can guide institutions in fostering socially accountable, environmentally sustainable, and technologically responsive health professionals. [ABSTRACT FROM AUTHOR]
Copyright of Medical Teacher is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: ASPIRE to excellence: Making health systems socially accountable.
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  Data: <searchLink fieldCode="AR" term="%22Petras%2C+Tomáš%22">Petras, Tomáš</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> tomas.petras.md@gmail.com</i><br /><searchLink fieldCode="AR" term="%22Woollard%2C+Robert%22">Woollard, Robert</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Pitama%2C+Suzanne%22">Pitama, Suzanne</searchLink><relatesTo>3</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Klamen%2C+Debra%22">Klamen, Debra</searchLink><relatesTo>4</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Anawati%2C+Alex%22">Anawati, Alex</searchLink><relatesTo>5</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Amaral+Mendes%2C+Rui%22">Amaral Mendes, Rui</searchLink><relatesTo>6</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Boelen%2C+Charles%22">Boelen, Charles</searchLink><relatesTo>7</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Patrício%2C+Madalena%22">Patrício, Madalena</searchLink><relatesTo>8</relatesTo> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Medical+Teacher%22">Medical Teacher</searchLink>. Feb2026, Vol. 48 Issue 2, p218-225. 8p.
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  Data: *<searchLink fieldCode="DE" term="%22Medical+education+standards%22">Medical education standards</searchLink><br />*<searchLink fieldCode="DE" term="%22Awards%22">Awards</searchLink><br />*<searchLink fieldCode="DE" term="%22Medical+schools%22">Medical schools</searchLink><br /><searchLink fieldCode="DE" term="%22Success%22">Success</searchLink><br /><searchLink fieldCode="DE" term="%22Medical+technology%22">Medical technology</searchLink><br /><searchLink fieldCode="DE" term="%22Medical+care%22">Medical care</searchLink><br /><searchLink fieldCode="DE" term="%22Excellence%22">Excellence</searchLink><br /><searchLink fieldCode="DE" term="%22Social+responsibility%22">Social responsibility</searchLink><br /><searchLink fieldCode="DE" term="%22Quality+assurance%22">Quality assurance</searchLink>
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  Data: This article explores the evolving landscape of social accountability in medical education through the lens of the AMEE ASPIRE-to-Excellence initiative. Social accountability has become increasingly recognized as a fundamental principle in health professional education, requiring health professional education and training programs to align their teaching, research, and service activities with the priority health concerns, namely those of the communities they serve. Drawing on the ASPIRE Social Accountability criteria, this paper outlines how these elements function not only as assessment tools but as building blocks for embedding social accountability into curricula and institutional missions. Essential elements include mission-driven leadership and governance, community co-design, equitable student recruitment, socially responsive curricula, community-engaged research, contribution to health services, impact measurement, and continuous quality improvement. The paper illustrates this through examples of excellence in different contexts and identifies key challenges and strategies for expanding social accountability in health professional education and training programs. The discussion emphasizes that social accountability is a dynamic, context-sensitive endeavor grounded in authentic partnerships, continuous quality improvement, and an inclusive approach to health, equity and diversity. The conclusion highlights the call to action: to embrace these criteria as living elements that can guide institutions in fostering socially accountable, environmentally sustainable, and technologically responsive health professionals. [ABSTRACT FROM AUTHOR]
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  Label:
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  Data: <i>Copyright of Medical Teacher is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/0142159X.2025.2582647
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      – SubjectFull: Awards
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      – SubjectFull: Medical schools
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      – SubjectFull: Medical care
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      – SubjectFull: Excellence
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      – SubjectFull: Social responsibility
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      – SubjectFull: Quality assurance
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      – TitleFull: ASPIRE to excellence: Making health systems socially accountable.
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              Text: Feb2026
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              Y: 2026
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