Extending social accountability mandates to biomedical research in Canadian faculties of medicine.

Background: Social accountability (SA), as defined by Boelen and Heck, is the obligation of medical schools to address the needs of communities through education, research and service activities. While SA is embedded within health profession education frameworks in medicine, they are rarely taught within graduate-level (MSc/PhD) education.

Methods: As these programs train future medical researchers, we invited first-year graduate students enrolled in a mandatory professionalism class at our institution ( = 111) to complete a survey on their perceptions of the importance of SA in their research, training, and future careers.

Patient references in the 2005 and 2015 CanMEDS frameworks.

Background: Patient involvement in postgraduate medical education (PGME) can help residents improve their communication, professionalism, and collaboration. The CanMEDS Framework defines such competencies for physicians and informs teaching and assessment activities in PGME. However, it is unclear how patients are referenced in the CanMEDS Framework and if these references encourage the active involvement of patients in PGME.

A qualitative study of patients' and caregivers' perspectives on educating healthcare providers.

Background: Patients/caregivers can be actively involved in the education of healthcare providers (HCPs). The purpose of this study was to explore patients'/caregivers' perspectives on their involvement and roles in the education of HCPs.

Methods: We invited patients/caregivers to participate in one-on-one semi-structured interviews.

A Personal Perspective on Patient Involvement in Educating Health Care Providers: From Two Lenses.

This article provides my perspective on the importance of hearing and integrating patients' voices in the education of health care providers from 2 lenses, as a patient and as a nurse. It highlights why and how patients should be actively involved in health professions education. It is important that health care professions be reminded that patients want to be involved in health professions education; this will enable them to establish meaningful partnerships with patients along the continuum of their education, as well as improve upon their delivery of patient-centred care.