Exploring the perceptions and factors affecting social accountability in dental education: a qualitative study from Abbottabad, Pakistan
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Abstract
Objective: To explore perceptions and factors influencing social accountability (SA) among key stakeholders in dental institutions in Abbottabad, Pakistan.
Methods: This qualitative exploratory study was conducted at three dental colleges in Abbottabad after obtaining ethical approvals. Faculty members, administrators, and final-year Bachelor of Dental Surgery (BDS) students with relevant experience were recruited through purposive sampling. Four focus group discussions (FGDs), each comprising six participants, were conducted using a semi-structured guide to explore perceptions, barriers, curricular integration, institutional support, and perceived impact of SA. FGDs were audio-recorded, transcribed verbatim, anonymized, and analysed using inductive thematic analysis. Data collection continued until thematic saturation was achieved, and rigor was ensured through reflexive journaling, peer debriefing, and participant validation.
Results: Twenty-four participants (62.5% female) took part, representing faculty, students, and administrators. Six major themes with twenty-one subthemes emerged. Emerging themes included understanding & importance of social accountability, institutional & systemic barriers, integration into the dental curriculum, perceived impact of SA, institutional support & resources, and suggestions for improvement. Participants acknowledged the importance of SA but highlighted limited formal training, inadequate funding, lack of institutional structures, and insufficient faculty development as major barriers. Community-based education and early curricular integration were strongly recommended. SA activities were perceived to enhance students’ empathy, leadership, and problem-solving skills.
Conclusion: Stakeholders recognize SA as an essential component of dental education; however, its implementation is constrained by systemic and institutional limitations. Structured curricular integration, faculty development, and strengthened institutional support are required to embed SA effectively within dental education in Pakistan.
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Funding data
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Khyber Medical University
Grant numbers DIR/ORIC/Ref/25/00134
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