Key Factors for the Development of a Culturally Appropriate Interactive Multimedia Informative Program for Aboriginal Health Workers

Abstract

This research aims to create and evaluate a model for a culturally appropriate, interactive, multimedia and informative health program for Aboriginal and Torres Strait Islander health workers that aims to improve the capacity to independently control their learning within an attractive learning environment. The research also aims to provide recommendations for policy development and further research. This study involved four phases: program needs assessment, identification of the key factors that should be considered in developing the CD-ROM, model development, and formative evaluation for the model. A general needs assessment as a first step in program development highlighted the presence of continuing education gaps and indicated the need for a new means to deliver a sustainable, efficient and culturally acceptable program. This article explores the second objective in this study, which is the identification of the key factors considered for developing the program. The identification began with a systematic review of the literature which served as background information, followed by qualitative semistructured interviews with diverse key stakeholders to explore their expectations and recommendations. The findings indicated that the most important key factors could be categorised under four main categories: cultural factors, information technology availability and literacy, learning aspects, and interactive multimedia factors. Cultural factors included cultural inclusivity, oral cultural, pre-existing knowledge, and Aboriginal preferred learning styles. Information technology factors concerned technology availability and literacy. Learning aspects highlighted the impact of the learning theory in model design. Interactive multimedia development factors explored included the requirements for the process, fitting and design of the program. Recommendations for program design were also provided.

Indigenous Learning Preferences and Interactive Technologies

“…Additionally, they argued that Indigenous students perform better in math when there is less emphasis on reading material (i.e., visual modality) and more on discussing the material (i.e., auditory modality) after manipulating the material (i.e., tactile–kinesthetic modality). Although specific to Indigenous Australian health workers, El Sayed et al (2012) study reinforced the notion that Indigenous students work well with technology, when it is graphic rich and there is less reliance on written material.…”

“…El Sayed, Soar and Wang's (2012) study sought to identify key factors that need to be considered when developing a CD-ROM-based training programme for Australian Indigenous Health Workers. This study was the second part of a four-phase study that examined educational gaps with Indigenous Health workers and included the development of a professional development model after completing an initial needs assessment.…”

Use of telehealth for paediatric rehabilitation needs of Indigenous children – a scoping review

“…There is a consensus that community-directed, culturally responsive care and its success resides in the collaborative development of telehealth interventions. This involves conducting a needs assessment and ensuring continuous involvement of Indigenous stakeholders throughout all phases of the process [ 21 , 44 , 45 ].…”

Eleven design-based principles to facilitate the adoption of internet technologies in Indigenous communities

“…Learning in their own community has been suggested as a predictor of educational success for Indigenous adults. Indigenous learners generally prefer to work collaboratively, traditionally valuing kinship and the aspects of community over individual learning contexts (El Sayed et al, 2011). Research validates that by accessing learning opportunities from their home, communities can assist in overcoming the isolation experienced by Indigenous adults, which even in urban settings is a common deterrent to successful completion of academic studies (Alberta's Commission on Learning, 2008; Australian Institute for Social Research, 2006;Greenall, 2005).…”