A Canadian Survey of Postgraduate Education in Aboriginal Women's Health in Obstetrics and Gynaecology

Jumah, Naana Afua; Wilson, Don; Shah, Rajiv

doi:10.1016/s1701-2163(15)30891-4

Cited by 5 publications

(2 citation statements)

References 34 publications

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“…However, Aboriginal Canadians face unique health challenges as part of their history, and it has been demonstrated that Aboriginal health education is also lacking in obstetrics and gynaecology residency training. 19 In 2009, the Indigenous Physicians Association of Canada and the Royal College of Physicians and Surgeons of Canada developed a curriculum for culturally competent care in obstetrics and gynecology, with a focus on Aboriginal health. 19,20 Any future GWH curricula, including the APOG module currently under development, should be developed to be separate from but consistent with Aboriginal health priorities and curricula.…”

Section: Discussionmentioning

confidence: 99%

Global Women's Health Education in Canadian Obstetrics and Gynaecology Residency Programs: A Survey of Program Directors and Senior Residents

Millar

Randle

Scott

et al. 2015

Journal of Obstetrics and Gynaecology Canada

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Objective: To become culturally competent practitioners with the ability to care and advocate for vulnerable populations, residents must be educated in global health priorities. In the field of obstetrics and gynaecology, there is minimal information about global women's health (GWH) education and interest within residency programs. We wished to determine within obstetrics and gynaecology residency programs across Canada: (1) current GWH teaching and support, (2) the importance of GWH to residents and program directors, and (3) the level of interest in a national postgraduate GWH curriculum. Methods: We conducted an online survey across Canada of obstetrics and gynaecology residency program directors and senior obstetrics and gynaecology residents. Results: Of 297 residents, 101 (34 .0%) responded to the survey and 76 (26%) completed the full survey. Eleven of 16 program directors (68 .8%) responded and 10/16 (62 .5%) provided complete responses. Four of 11 programs (36 .4%) had a GWH curriculum, 2/11 (18 .2%) had a GWH budget, and 4/11 (36 .4%) had a GWH chairperson. Nine of 10 program directors (90%) and 68/79 residents (86 .1%) felt that an understanding of GWH issues is important for all Canadian obstetrics and gynaecology trainees. Only 1/10 program directors (10%) and 11/79 residents (13 .9%) felt that their program offered sufficient education in these issues. Of residents in programs with a GWH curriculum, 12/19 (63 .2%) felt that residents in their program who did not undertake an international elective would still learn about GWH, versus only 9/50 residents (18 .0%) in programs without a curriculum (P < 0 .001). Conclusion: Obstetrics and gynaecology residents and program directors feel that GWH education is important for all trainees and is currently insufficient. There is a high level of interest in a national postgraduate GWH educational module .

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Section: Discussionmentioning

confidence: 99%

Global Women's Health Education in Canadian Obstetrics and Gynaecology Residency Programs: A Survey of Program Directors and Senior Residents

Millar

Randle

Scott

et al. 2015

Journal of Obstetrics and Gynaecology Canada

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“…In this regard, 40% of family medicine residents at a Canadian university reported feeling underprepared to work in Indigenous contexts (Larson et al, 2011). A survey among Canadian obstetrics and gynaecology residents revealed they had little background knowledge and recognized the importance of receiving more education (Jumah et al, 2013). Further, it has been previously reported that health professions faculty at a Canadian university perceived the content in health profession programs to be inadequate in preparing students to deliver culturally safe care to Indigenous patients (Doria et al, 2018).…”

Section: Despite This Research Demonstrating Certain Beneficial Attitudinal or Behaviouralmentioning

confidence: 99%

Barriers to Including Indigenous Content in Canadian Health Professions Curricula

Doria

Biderman²,

Sinno³

et al. 2021

CJE/RCE

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Indigenous peoples in Canada continue to face health care inequities despite their increased risk for various negative health outcomes. Evidence suggests that health professions students and faculty do not feel their curriculum adequately prepares learners to address these inequities. The aim of this study was to identify barriers that hinder the inclusion of adequate Indigenous content in curricula across health professions programs. Semi-structured interviews were conducted with 33 faculty members at a university in Canada from various health disciplines. Employing thematic analysis, four principal barriers were identified: (1) the limited number and overburdening of Indigenous faculty, (2) the need for non-Indigenous faculty training and capacity, (3) the lack of oversight and direction regarding curricular content and training approaches, and (4) the limited amount of time in curriculum and competing priorities. Addressing these barriers is necessary to prepare learners to provide equitable health care for Indigenous peoples. Keywords: Indigenous health, health professions, curricula, faculty perspectives, barriers, Canada

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A review of local global health education in post-graduate medical education

Lam,

Celix,

Lenhard

et al. 2024

Medical Teacher

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A Canadian Survey of Postgraduate Education in Aboriginal Women's Health in Obstetrics and Gynaecology

Cited by 5 publications

References 34 publications

Global Women's Health Education in Canadian Obstetrics and Gynaecology Residency Programs: A Survey of Program Directors and Senior Residents

Global Women's Health Education in Canadian Obstetrics and Gynaecology Residency Programs: A Survey of Program Directors and Senior Residents

Barriers to Including Indigenous Content in Canadian Health Professions Curricula

A review of local global health education in post-graduate medical education

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