Exploring social accountability in radiography education: Student perspectives on current practices and understanding

Introduction: Social accountability (SA) in health professions education emphasises aligning teaching, research, and service with community health priorities. Within radiography, understanding SA is vital for developing practitioners who are not only technically skilled but also socially responsible and culturally competent. However, limited evidence exists on radiography students’ awareness and engagement with SA, particularly in the Middle East. Methods: A cross-sectional descriptive study was conducted between March and June 2023 among undergraduate radiography students in the United Arab Emirates, Saudi Arabia, and Palestine. Data were collected using an adapted version of the International Federation of Medical Students' Associations (IFMSA) Social Accountability Assessment Tool, modified for radiography education and validated through pilot testing (Cronbach's α = 0.82). The survey explored students' awareness, perceptions, and participation in community-based learning. Data were analysed using IBM SPSS version 28.0, with descriptive and non-parametric tests (Kruskal–Wallis and Mann–Whitney U). Results: A total of 286 students completed the survey (response rate 33.6 %). Participants reported moderate to high awareness and understanding of SA (mean 3.5–3.8) but lower engagement in community-based learning (mean ≈ 3.0). Preventive health and cultural competence were moderately addressed (mean 3.7). Significant differences were observed across countries (p < 0.001), while gender and academic year showed no variation. Conclusion: Radiography students recognise the importance of social accountability but experience limited practical exposure. Curricular integration of community-based and service-learning activities remains inconsistent across institutions. Implications for practice: Embedding SA principles into radiography curricula—through structured community partnerships, culturally responsive training, and assessment linked to population health outcomes—can better prepare graduates to meet the diverse and evolving health needs of their communities.