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Social accountability in radiography education: Scoping review
M Abuzaid1, W Elshami1, M H Taha2
1Department of Medical Imaging, College of Health Sciences, University of Sharjah, Sharjah, United Arab Emirates.
Introduction:
Social accountability (SA) in medical education mandates that medical schools address community health priorities. While well-established in medical education, its integration into radiography education and practice remains underexplored. This review aims to explore the current landscape of (SA) in radiography by identifying key themes, educational strategies, and gaps that could inform future development in educational and clinical settings.
Methods:
The scoping review followed the Arksey and O'Malley framework, enhanced by Levac et al. A comprehensive search across PubMed, MEDLINE, CINAHL, Scopus, and Web of Science. Data were synthesised through thematic analysis, with insights validated by consultations with radiography educators and practitioners.
Results:
A total of 126 were screened. Of them, 19 articles were included, meeting the inclusion criteria. The included articles were from the UK, contributing 9 (47.37 %) articles, followed by Australia 3 (15.79 %), South Africa 2 (10.53 %), and smaller contributions 5 (26.31 %) from the United States, Italy, Nigeria, and Tanzania, underscoring a global research scope and broadening perspectives. The 19 articles under review were published across several journals, with the majority appearing in Radiography (11 articles, 57.9 %). Five themes emerged: (1) compassionate communication and patient-centred care, (2) cultural sensitivity and equity, (3) environmental sustainability, (4) education and training aligned with community needs, and (5) research addressing healthcare needs and disparities.
Conclusion:
The findings underscore the need for a standardised approach to SA in radiography education, equipping radiographers to address diverse health needs and promote equitable, patient-centred care. Future research should explore effective implementation strategies for systemic change.
Implication For Practice:
Educational institutions should adopt validated models to assess SA and establish supportive policies. Accrediting bodies must update standards to align with evolving societal needs.
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