Salma Soussi created a video for the Student Video Competition On Social Accountability by THEnet & The Network: TUFH. Salma is a final year medical student at the faculty of Medicine of Marrakech. She is the local officer for Medical Education for IFMSA, and the national Social Accountability project lead. Salma believes the key to our happiness and sorrow is through Education!
The World Health Organization has defined the Social Accountability (SA) of medical schools as “the obligation to direct their education, research and service activities towards
addressing the priority health concerns of the community they have a mandate to serve. The priority health concerns are to be identified jointly by governments, health care organizations, health professionals and the public.” (WHO, 1995)
In Cadi Ayyad University, the faculty of medicine of Marrakech is actively working on the adoption of Social Accountability pillars, from defining a clear social mission, to ensuring diversity in the admission process, until enhancing community-based research.
In this video, the purpose was to highlight how the faculty of medicine ensures its curriculum exposes medical students to community-based learning and includes the presence of the population they will serve as GP. With that end-in-mind, I have chosen Dar El Bacha community health center based in the old Medina of Marrakech, where I recently completed my training. It has dense and diverse demographics, highly representative of the population of southern Morocco. The health center works accordingly to the national priorities programme: screening for breast/cervical cancers, screening and follow-up of chronic diseases like hypertension and diabetes, mother and child health including vaccination and pregnancy follow-up. Besides, we –medical students- get to learn more about primary health needs of the population, in comparison with the teaching hospital where it’s mostly tertiary and specialized health care. From an educational perspective, medical students are being supervised by an experimented GP or Family physician.
Before concluding, I think it’s beneficial to stress out suggestions for improvement, from a student perspective. I believe this learning experience can be enhanced by structuring the objectives of training, making it more systematic rather than opportunistic for all medical students. It is great to have experienced supervisors, but they could benefit from training in medical education to make the learning process more scholar for us, trainees.
Finally, I hope my video will help medical students around the world, but also curriculum developers to understand the importance of community-based training as an educational pillar of Social Accountability, and to enhance it in their own part of the world!