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Background: Social accountability (SA) takes an important place in the accreditation requirements of Faculties of Medicine. We analyzed the evolution of SA in the undergraduate medical program at the University of Sherbrooke since the implementation of a complete curriculum in two distributed medical campuses.Methods: Using a qualitative and sequential research design anchored in Boelen's conceptual framework, we conducted a document analysis of strategic plans and accreditation documents between the years 2006-2023 to identify the SA actions of the medical program and generate an initial narrative with a timeline. Following three interviews and three focus groups with key actors at each campus, we developed a final portrayal of SA with a timeline.Results: The portrayal describes the way in which the faculty and its medical program planned their commitment in line with the identified health needs of the population (conceptualization), implemented actions to meet these needs (production) and verified that these actions “have had the greatest possible impact on people’s health” (usability). This approach demonstrates the time required to observe an increase in actions related to usability.Conclusions: This study made it possible to identify the work accomplished since 2005 by highlighting the strengths and challenges. This understanding of the road traveled, and the challenges encountered, will be shared with partners to identify further actions in response to the health needs of communities served. This approach and the resulting findings may serve as a source of information for other faculties of medicine interested in undertaking an analysis of their social accountability actions.

In this article I describe the development of an ethnodrama intended to investigate relationships between 1st-year teachers and students of colour. Excerpts from the script, photographs of performers, and artists’ interviews communicate the sensations of life in school. The show evokes the power of the classroom to hurt and to heal. It is intended to help the audience imagine the power of strong classroom relationships and the damage of negative connections. These efforts seek to deepen understandings of the ambiguous nature of beginning teachers’ work and provide a guide for future investigations of schools and classrooms. In the conclusion, I share implications of the performance for educational policy and Research-based Theatre (RbT).

Keywords: Ethnodrama, théâtre fondé sur la recherche, diversité, Beginning Teachers, Arts-based research practice, enseignants débutants, pratique de recherche fondée sur les arts, urban education, Chicago Public School, écoles publiques de Chicago, éducation en milieu urbain

This article analyzes the effects of pedagogical and digital transformations on teaching and research practices as well as on the professionalisation of teacher-researchers, based on a digital accessibility project funded within a governmental initiative. The study, grounded in a comprehensive approach and a thematic analysis of four teacher-researchers experience narratives, highlights the (trans)formations (Josso, 2011) generated by this transformative process. It draws on Self-Determination Theory (Deci et al., 2017) as well as a conception of academic work that articulates personal, impersonal, transpersonal, and interpersonal dimensions (Miossec & Clot, 2011). Findings show concrete pedagogical changes: scenario design, content clarification, hybridisation, and greater attention to digital accessibility. The project meets the need for autonomy and competence but responds ambivalently to the need for belonging. Despite strong individual commitment, institutional recognition remains limited, collective support scarce, and organizational tensions significant. These constraints hinder the dissemination of innovation and weaken the sustainability of intrinsic motivation. The article advocates for a systemic approach to professionalisation, integrating all dimensions of academic work in a holistic vision. It stresses the need for structural recognition digital accessibility structural recognition in teaching as a key lever for transforming higher education and research.

Keywords: formação por experiência, formación a través de la experiencia, experience-based learning, formation par expérience, accessibilité numérique, digital accessibility, accesibilidad digital, acessibilidade digital, transformation pédagogique, pedagogical transformation, transformación pedagógica, transformação pedagógica, enseignant-chercheur, professor-pesquisador, docente-investigador, teacher-researcher, enseignement supérieur, ensino superior, educación superior, higher education, investigação narrativa, investigación narrativa, narrative inquiry, enquête narrative