Integration models for indigenous public health curricula

Coombe, Leanne; Lee, Vanessa; Robinson, Priscilla

doi:10.1080/07294360.2016.1229269

Cited by 11 publications

(11 citation statements)

References 17 publications

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“…This may be partly attributable to the finding that there is inconsistent recording of Indigenous health content in formal curricula documentation, a practice that needs to be changed if recognition is to be given to universities for the integration of the core competencies, and the importance of the content made explicit to students. Examples of best practice models of integration have been published elsewhere 10 …”

Section: Discussionmentioning

confidence: 99%

“…Examples of best practice models of integration have been published elsewhere. 10 However, there were several key challenges discussed that are likely to adversely affect less well-placed institutions, particularly if they are such significant barriers for the more proactive universities. Work to address the issues of access to appropriate content and teaching resources, and the question of currency and applicability of the existing competencies, has recently been undertaken as a result of this project.…”

Section: Discussionmentioning

confidence: 99%

“…The method and research approach used was complex and innovative and has been described in detail elsewhere 9 . The models used by the universities reviewed to incorporate Indigenous health content into their programs have also been reported separately, 10 adding to existing understanding of different approaches and methods of curriculum integration.…”

Section: Background To the Reviewsmentioning

confidence: 99%

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Educating for Indigenous public health competence – how do we stack up in Australia?

Coombe

Lee

Robinson

2019

Australian and New Zealand Journal of Public Health

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Objective: Internationally, work is underway to develop or revise public health graduate competencies, of which Indigenous public health competencies are a subset in Australia. This paper outlines the summative results from a review of Master of Public Health (MPH) programs undertaken to determine the level of coverage of Indigenous health in core content and to explore factors that influence the extent of integration. Methods: Of the 22 Australian universities offering an MPH program at the commencement of this study, seven were eventually reviewed using a mixed methods approach. Results: Results showed varying levels of relevant content in both core and elective subjects. Not all reviewed universities taught all the competencies in their core curriculum and some universities did not cover all the competencies in either the core or elective subjects. Conclusion: These findings highlight the need for inclusion of the Indigenous public health competencies to be made obligatory in MPH programs. Implications for public health: Significant gaps remain in public health curricula enabling students to develop competencies that enable them to become judgement safe practitioners when working with Indigenous peoples and communities. A revised curriculum framework document provides a range of useful strategies and resources to remedy these omissions.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Background To the Reviewsmentioning

confidence: 99%

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Educating for Indigenous public health competence – how do we stack up in Australia?

Coombe

Lee

Robinson

2019

Australian and New Zealand Journal of Public Health

Self Cite

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“…The survey will encompass national and international programs, such as the University of British Columbia's Indigenous Public Health Training Institutes and the Spirit of Eagles, a Special Populations Network in the United States that supports Indigenous community-based research, communication, and training for cancer control ( Kaur, 2005 ; Kaur, Dignan, Burhansstipanov, Baukol, & Claus, 2006 ). Of particular note is the body of research on Australian experiences with developing and implementing graduate public health and applied epidemiology programs with Indigenous specializations and/or Indigenous cohorts ( Anderson et al, 2004 ; Angus, Ewen, & Coombe, 2016 ; Coombe, Lee, & Robinson, 2017 ; Coombe, Lee, & Robinson, 2019 ; Davis, Patel, Fearnley, Viney, & Kirk, 2016 ; Deemal, 2001 ; Ewen, Ryan, & Platania-Phung, 2019 ; Genat, 2008 ; Guthrie et al, 2011 ; Lee, 2020 ; Maher, 2018 ; Patel & Phillips, 2009 ). In reviewing this work, it is apparent that there are considerations, opportunities, and challenges for various models, including effective Indigenous curriculum development/integration and relevant learning outcomes.…”

Section: Ohc-net: a Canadian Indigenous Applied Epidemiology Training Programmentioning

confidence: 99%

Addressing the need for indigenous and decolonized quantitative research methods in Canada

Hayward

Wodtke

Craft

et al. 2021

SSM - Population Health

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Though qualitative methods are often an appropriate Indigenous methodology and have dominated the literature on Indigenous research methods, they are not the only methods available for health research. There is a need for decolonizing and Indigenizing quantitative research methods, particularly in the discipline of epidemiology, to better address the public health needs of Indigenous populations who continue to face health inequities because of colonial systems, as well as inaccurate and incomplete data collection about themselves. For the last two decades, researchers in colonized countries have been calling for a specifically Indigenous approach to epidemiology that recognizes the limits of Western epidemiological methods, incorporates more Indigenous research methodologies and community-based participatory research methods, builds capacity by training more Indigenous epidemiologists, and supports Indigenous self-determination. Indigenous epidemiology can include a variety of approaches, including: shifting standards, such as age standardization, according to Indigenous populations to give appropriate weight to their experiences; carefully setting recruitment targets and using appropriate recruitment methods to fulfill statistical standards for stratification; acting as a bridge between Indigenous and Western technoscientific perspectives; developing culturally appropriate data collection tools; and developing distinct epidemiological methods based on Indigenous knowledge systems. This paper explores how decolonization and Indigenization of epidemiology has been operationalized in recent Canadian studies and projects, including the First Nations Regional Longitudinal Health Survey and how this decolonization and Indigenization might be augmented with the capacity-building of the future Our Health Counts Applied Indigenous Epidemiology, Health Information, and Health Services and Program Evaluation Training and Mentorship Program in Canada.

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“…The least frequent training timelines were included in only one article each (n=1; 1%), namely an intensive course over two semesters (148 hours)(34), and two years of content embedded in a health service organization(111). Nearly one in five articles did not include details on the duration of cultural safety training (n=13; 19%)(35,36,48,65,66,68,76,85,107,123,126,135,154). In terms of delivering cultural safety training interventions, university professors/administrators were mentioned in approximately twenty-five articles that described a cultural safety training (25; 36%)(26,32,34,43,46,57,65,66,68,72,74,77,85,86,93,104,107,108,110,113,114,117,121,153,160).…”

mentioning

confidence: 99%

Indigenous Cultural Safety Training for Applied Health, Social Work and Education Professionals: A PRISMA Scoping Review

MacLean

Qiang

Henderson

et al. 2022

Preprint

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Background: Anti-Indigenous racism is a widespread social problem in health, social work, and education systems in English-speaking Colonized countries such as Canada, with profound negative impacts to the health and education of Indigenous peoples. In 2015, Canada's Truth and Reconciliation Commission recognized the legacy and impact of Colonization and recommended training programs for these professions on cultural competency and curricula, and on the colonial history of Canada. Yet there is little evidence on best practices for such training, highlighting the need to synthesize existing findings on how these training programs are developed, implemented, and evaluated. Methods: This scoping review explored the academic literature on Indigenous cultural safety and competence training in the health, social work, and education fields. Medline, EMBASE, CINAHL, ERIC and ASSIA were searched for articles published between 1996-2020 in Canada, United States, Australia, and New Zealand. The Joanna Briggs Institute's three-step search strategy was used as was the PRISMA extension for Scoping Reviews. Data was charted and synthesized in three stages. Results: 134 were included in this review. Data was extracted on four themes: 1) Article Characteristic; 2) Cultural Safety Concepts, Critiques and Rationale; 3) Characteristics of Cultural Safety Training; and 4) Evaluation Details of Cultural Safety Training. Findings suggest that research on cultural safety training programs in health, social work and education has grown significantly. Nursing and medicine professions have received a significant proportion of cultural training programs, compared with general/allied health, social work, and education. Across fields, professionals and students were targeted equally by training programs. Only half of evaluations of cultural safety and related intervention identified methodological limitations. Implications: Considering, comparing, and contrasting literature on cultural safety and related concepts and how they are applied in practice would advance this scholarly work, as would more robust evaluations of cultural safety and similar training interventions to understand their impact at the individual level. Finally, commitment to meaningfully engage Indigenous communities to develop, implement and evaluate such programs is urgently needed.

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Integration models for indigenous public health curricula

Cited by 11 publications

References 17 publications

Educating for Indigenous public health competence – how do we stack up in Australia?

Educating for Indigenous public health competence – how do we stack up in Australia?

Addressing the need for indigenous and decolonized quantitative research methods in Canada

Indigenous Cultural Safety Training for Applied Health, Social Work and Education Professionals: A PRISMA Scoping Review

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