A scoping review of frameworks utilized in the design and evaluation of courses in health professional programs to address the role of historical and ongoing colonialism in the health outcomes of Indigenous Peoples

Melro, Carolyn; Landry, Jyllenna; Matheson, Kimberly

doi:10.1007/s10459-023-10217-y

Cited by 2 publications

(2 citation statements)

References 45 publications

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“…This questionnaire contains 20 sentences that assess the respondent's feelings at the time of answering (25). Each of Amon's statements is scored from 0-80, with levels of anxiety ranging from mild (20)(21)(22)(23)(24)(25)(26)(27)(28)(29)(30)(31), moderate to low (32-42), moderate to high (43-53), fairly severe (54-64), severe (65-75) and very severe (76 and above). In the study conducted by Norouzinia, the formal and content validity of the tool was examined and con rmed by 8 professors of Alborz University of Medical Sciences.…”

Section: Instruments and Outcome Variablesmentioning

confidence: 99%

“…Studies have shown that clinical exposure during the early years of a medical student's education has a signi cant impact on increasing satisfaction with their education, positive attitudes towards the medical profession, and increased career and academic motivation. For this reason, many educational systems include courses that expose students to the clinical environment before they begin their clinical training (21)(22)(23). The use of peer education is also increasing in universities of medical sciences (24).…”

Section: Introductionmentioning

confidence: 99%

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Blended multiphase multidimensional interventions peer near versus preceptor childbirth pleasantness tour on midwifery students' anxiety, professional attitude, and satisfaction: A Randomized Clinical Trial

Farajkhoda,

Moshirenia,

sheikhalishahi

et al. 2023

Preprint

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Background: Early exposure to clinical settings for midwifery students could have a positive impact on anxiety levels, professional attitudes, and future job satisfaction. Failing to address these issues may increase the risk of clinical errors resulting in maternal or neonatal morbidity or mortality. The effectiveness of interventions that combine cognitive, affective, and psychomotor components in a blended virtual and face-to-face format is currently limited. To compare the effectiveness of blended multiphase, multidimensional peer-near versus preceptor models on midwifery students' anxiety, professional attitudes, and satisfaction. Methods: A randomized controlled trial was conducted in 2022 with 22 midwifery students from semester 1. They were randomly allocated either to the intervention group by peer students (n=11) or by professors (n=11). A three-phase blended virtual and face-to-face "childbirth pleasantness tour" intervention was conducted. Interventions comprised of two 2-hour virtual sessions covering midwifery regulations and ethics, psychoeducation, and narrative telling of previous experiences; two face-to-face practical simulation sessions at week 4; and presence in the delivery unit at the beginning of semester 2 for real clinical exposure, taking place at week 8. The primary outcomes of anxiety and professional attitude were evaluated using the Spielberger Anxiety Questionnaire and Agili's professional attitude questionnaire, respectively, at baseline, completion of the intervention in week 4, and follow-up in week 8. The secondary outcome of satisfaction was assessed using the Kirkpatrick Assessment in weeks 4 and 8. Results: Anxiety decreased significantly at week 8 compared to the baseline in both peer-near (61.91 ± 3.59 vs. 53.27 ± 10.63, p = 0.007) and preceptor (65.09 ± 4.7 vs. 52.9 ± 8.1, p < 0.001) groups, respectively, without any significant difference between the two groups at either week 8 (p = 0.929) or the baseline (p = 0.90). A professional attitude significantly increased by Week 8 when compared to baseline in both peer-near (97.73 ± 8.94 vs. 88.09 ± 12.66, p = 0.029) and preceptor (65.09 ± 4.7 vs. 52.9 ± 8.1, p = 0.021) with significant differences in groups by Week 4. There was no significant difference in satisfaction observed for the time-group interaction (P=0.428). Conclusions: Both interventions demonstrated similar effectiveness in reducing anxiety and improving professional attitudes when teaching knowledge and skills to students, whether conducted by peer or perceptor. This was due to their feasibility and attractiveness. These findings could be utilized in midwifery curricula to aid in the training of competent midwives capable of saving and serving the lives of mothers and babies.

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Section: Instruments and Outcome Variablesmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Blended multiphase multidimensional interventions peer near versus preceptor childbirth pleasantness tour on midwifery students' anxiety, professional attitude, and satisfaction: A Randomized Clinical Trial

Farajkhoda,

Moshirenia,

sheikhalishahi

et al. 2023

Preprint

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Beliefs around the causes of inequities and intergroup attitudes among health professional students before and after a course related to Indigenous Peoples and colonialism

2023

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Background Addressing the Truth and Reconciliation Calls to Action on including anti-racism and cultural competency education is acknowledged within many health professional programs. However, little is known about the effects of a course related to Indigenous Peoples and colonialism on learners’ beliefs about the causes of inequities and intergroup attitudes. Methods A total of 335 learners across three course cohorts (in 2019, 2020, 2022) of health professional programs (e.g., Dentistry/Dental Hygiene, Medicine, Nursing, and Pharmacy) at a Canadian university completed a survey prior to and 3 months following an educational intervention. The survey assessed gender, age, cultural identity, political ideology, and health professional program along with learners’ causal beliefs, blaming attitudes, support for social action and perceived professional responsibility to address inequities. Pre-post changes were assessed using mixed measures (Cohort x Time of measurement) analyses of variance, and demographic predictors of change were determined using multiple regression analyses. Pearson correlations were conducted to assess the relationship between the main outcome variables. Results Only one cohort of learners reported change following the intervention, indicating greater awareness of the effects of historical aspects of colonialism on Indigenous Peoples inequities, but unexpectedly, expressed stronger blaming attitudes and less support for government social action and policy at the end of the course. When controlling for demographic variables, the strongest predictors of blaming attitudes towards Indigenous Peoples and lower support for government action were gender and health professional program. There was a negative correlation between historical factors and blaming attitudes suggesting that learners who were less willing to recognize the role of historical factors on health inequities were more likely to express blaming attitudes. Further, stronger support for government action or policies to address such inequities was associated with greater recognition of the causal effects of historical factors, and learners were less likely to express blaming attitudes. Conclusion The findings with respect to blaming attitudes and lower support for government social action and policies suggested that educational interventions can have unexpected negative effects. As such, implementation of content to address the Truth and Reconciliation Commissions Calls to Action should be accompanied by rigorous research and evaluation that explore how attitudes are transformed across the health professional education journey to monitor intended and unintended effects.

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A scoping review of frameworks utilized in the design and evaluation of courses in health professional programs to address the role of historical and ongoing colonialism in the health outcomes of Indigenous Peoples

Cited by 2 publications

References 45 publications

Blended multiphase multidimensional interventions peer near versus preceptor childbirth pleasantness tour on midwifery students' anxiety, professional attitude, and satisfaction: A Randomized Clinical Trial

Blended multiphase multidimensional interventions peer near versus preceptor childbirth pleasantness tour on midwifery students' anxiety, professional attitude, and satisfaction: A Randomized Clinical Trial

Beliefs around the causes of inequities and intergroup attitudes among health professional students before and after a course related to Indigenous Peoples and colonialism

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