摘要：Background: Within the complex interactions of preventive medicine and health care, it has been increasingly accepted that educational and research activities of physicians should meet individual and social expectations in frame of social accountability. In this study, the opinions of key people who have role in undergraduate medical education curriculum development were compiled, and their reflection on the curriculum development and evaluation processes were evaluated. Methods: This is a qualitative study. In Istanbul, 11 medical schools (4 state medical schools, 7 private medical schools), which were graduated their students based on national core competencies, were selected. The contact information obtained from the web pages of medical schools. Semi-structured interviews were held face to face with faculty members who played an important role in medical education. The voice records of interviews were taken, and turned into text. Then, content analysis was done by two researchers. The themes determined as a result of the analysis were grouped and interpreted. Results: The concepts of social accountability evoked in the participants were responsibility society, promise to society, and transparency. Institutional support, stakeholder engagement and policy continuity have been evaluated as the main results of the compiled opinions on the processes of development, implementation and evaluation of social accountability activities. Conclusion: Key people made sense of the concept of social accountability around responsibilities to society. It was emphasized that sufficient time should be spent for understanding and discussion of social accountability in curriculum development activities. In addition, national consensus on social accountability would contribute to those processes.
