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Introduction: As health professionals, physicians are accountable<br />for their professional practice. The aim of this study was to explain<br />the medical students’ motivation to attain social accountability in<br />medical schools, based on the experience of both students and<br />faculties.<br />Methods: We conducted a qualitative conventional content<br />analysis research in Shiraz University of medical sciences in Iran<br />since 2018 through purposive, snowball sampling. The data were<br />collected through semi-structured interviews with 35 participants<br />i.e., medical students and teachers. Coding was carried out by<br />conventional content analysis.<br /> Results: We drew four themes and ten related subthemes and the<br />central variable explains the motivation of medical students toward<br />social accountability and makes a link among the subthemes,<br />was purposeful beliefs and behavior. The key dimensions during<br />motivational process which generated the social accountability<br />development in medical students consisted of social culture of<br />medicine, medical school reality, teaching and learning strategy<br />and creating purposeful beliefs and behavior. Also, eight subthemes<br />of individual motivation, content motivation process motivation,<br />attending to the outcomes of the curriculum, traditional routine<br />centered curriculum, observational learning, role modeling,<br />hidden curriculum, respect for social values and norms and<br />benefitting the society emerged which explain the process of<br />motivate for social accountability by creating purposeful beliefs<br />and behavior in medical students.<br />Conclusions: The core variable of motivation toward social<br />accountability must be reflected in future developmental<br />programs, curriculum planning and training general physicians.<br />In other words, the best efforts for purposeful beliefs and behavior<br />in medical students, must be made to improve motivation toward<br />social accountability.