The Telephone Helpline of Persian Medicine: Social Accountability During the COVID-19 Pandemic

Social accountability serves as an essential factor in improving the quality, efficiency, and responsiveness of health systems (1). Health and medical education policy-makers emphasize social accountability as a measure of medical universities’ commitment with regard to community health priorities (...

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Autores principales:	Fatemeh Eghbalian, Somayeh Delavari, Hoorieh Mohammadi Kenari
Formato:	article
Lenguaje:	EN
Publicado:	Shiraz University of Medical Sciences 2021
Materias:	telephone counseling helpline social accountability covid-19 pandemic Computer applications to medicine. Medical informatics R858-859.7
Acceso en línea:	https://doaj.org/article/5f51ade2e26247bd8abe97f01ccd62ab
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spelling	oai:doaj.org-article:5f51ade2e26247bd8abe97f01ccd62ab2021-12-01T09:45:51ZThe Telephone Helpline of Persian Medicine: Social Accountability During the COVID-19 Pandemic2476-72632476-727110.30476/ijvlms.2021.89741.1079https://doaj.org/article/5f51ade2e26247bd8abe97f01ccd62ab2021-12-01T00:00:00Zhttps://ijvlms.sums.ac.ir/article_47885_e4eb1ed0bb8b6c0740cb437e55030f46.pdfhttps://doaj.org/toc/2476-7263https://doaj.org/toc/2476-7271Social accountability serves as an essential factor in improving the quality, efficiency, and responsiveness of health systems (1). Health and medical education policy-makers emphasize social accountability as a measure of medical universities’ commitment with regard to community health priorities (2). In 1995 the World Health Organization (WHO) defined social accountability as: “The obligation of the medical schools to direct their education, research and/or service activities towards addressing the priority health concerns of the community, region, and/or nation they have the mandate to serve. Priority health concerns are to be jointly identified by governments, health care organisations, health professionals, and the public”(3). Social accountability principles oblige education policy-makers to consider costeffectiveness, quality, equity, and relevance in planning, delivering, and evaluation of educational programs, services and research activities (2). Social accountability in medical curriculums would fulfill the target community’s requirements in the health system (4). The Association of Faculties of Medicine of Canada (AFMC) and the Global Consensus for Social Accountability of Medical Schools (GCSA) have emphasized that every medical university’s mission should be based on linking medical education systems with community health requirements.Fatemeh EghbalianSomayeh DelavariHoorieh Mohammadi KenariShiraz University of Medical Sciencesarticletelephone counselinghelplinesocial accountabilitycovid-19 pandemicComputer applications to medicine. Medical informaticsR858-859.7ENInterdisciplinary Journal of Virtual Learning in Medical Sciences, Vol 12, Iss 4, Pp 293-296 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	telephone counseling helpline social accountability covid-19 pandemic Computer applications to medicine. Medical informatics R858-859.7
spellingShingle	telephone counseling helpline social accountability covid-19 pandemic Computer applications to medicine. Medical informatics R858-859.7 Fatemeh Eghbalian Somayeh Delavari Hoorieh Mohammadi Kenari The Telephone Helpline of Persian Medicine: Social Accountability During the COVID-19 Pandemic
description	Social accountability serves as an essential factor in improving the quality, efficiency, and responsiveness of health systems (1). Health and medical education policy-makers emphasize social accountability as a measure of medical universities’ commitment with regard to community health priorities (2). In 1995 the World Health Organization (WHO) defined social accountability as: “The obligation of the medical schools to direct their education, research and/or service activities towards addressing the priority health concerns of the community, region, and/or nation they have the mandate to serve. Priority health concerns are to be jointly identified by governments, health care organisations, health professionals, and the public”(3). Social accountability principles oblige education policy-makers to consider costeffectiveness, quality, equity, and relevance in planning, delivering, and evaluation of educational programs, services and research activities (2). Social accountability in medical curriculums would fulfill the target community’s requirements in the health system (4). The Association of Faculties of Medicine of Canada (AFMC) and the Global Consensus for Social Accountability of Medical Schools (GCSA) have emphasized that every medical university’s mission should be based on linking medical education systems with community health requirements.
format	article
author	Fatemeh Eghbalian Somayeh Delavari Hoorieh Mohammadi Kenari
author_facet	Fatemeh Eghbalian Somayeh Delavari Hoorieh Mohammadi Kenari
author_sort	Fatemeh Eghbalian
title	The Telephone Helpline of Persian Medicine: Social Accountability During the COVID-19 Pandemic
title_short	The Telephone Helpline of Persian Medicine: Social Accountability During the COVID-19 Pandemic
title_full	The Telephone Helpline of Persian Medicine: Social Accountability During the COVID-19 Pandemic
title_fullStr	The Telephone Helpline of Persian Medicine: Social Accountability During the COVID-19 Pandemic
title_full_unstemmed	The Telephone Helpline of Persian Medicine: Social Accountability During the COVID-19 Pandemic
title_sort	telephone helpline of persian medicine: social accountability during the covid-19 pandemic
publisher	Shiraz University of Medical Sciences
publishDate	2021
url	https://doaj.org/article/5f51ade2e26247bd8abe97f01ccd62ab
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The Telephone Helpline of Persian Medicine: Social Accountability During the COVID-19 Pandemic

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