Translating Social Accountability Values into Practice: Doctors’ Experiences from Problem-Based Learning Medical Curriculum in the United Arab Emirates

Purpose: Medical schools play a crucial role in preparing future doctors to address the health needs of patients and their communities. Graduates are expected to provide socially accountable care by upholding values such as relevance, equity, quality, and cost-effectiveness. This study explores how these values are understood and applied by medical graduates trained in problem-based learning (PBL) curricula. Methods: A cross-sectional online survey was conducted among University of Sharjah medical graduates to assess their exposure to and practice of social accountability values. Results: Of the 689 graduates invited, 503 (73%) responded, including 329 (65%) women. Most respondents, 375 (75%), were practicing in the United Arab Emirates (UAE), with 310 (62%) working in secondary healthcare. During training, PBL was generally effective in covering local health issues (378, 75%), although areas such as multidisciplinary collaboration and cost-effectiveness showed lower integration ( p < 0.0005). In clinical practice, 362 (72%) reported addressing major health issues and 332 (66%) considered the social determinants of health. Professionalism and quality were well embedded, but gaps persisted in patient-centered care, cost, and teamwork across disciplines (p < 0.0005). Conclusion: These findings highlight the gap between undergraduate training and real-world application. Strengthening the medical curriculum to embed social accountability more explicitly is essential for meeting evolving community health needs. Keywords: social accountability values, curriculum design, PBL, medical education, clinical education, patient-centered care