Reform in Australian medical schools: a collaborative approach to realising Indigenous health potential

Mackean, Tamara; Mokak, Romlie; Carmichael, A; Phillips, Gregory; Prideaux, David; Walters, Theanne

doi:10.5694/j.1326-5377.2007.tb01035.x

Cited by 21 publications

(15 citation statements)

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“…However, the literature clearly frames recruitment activity as occurring across a pipeline that extends from secondary through to tertiary education contexts and in some instances vocational (post-graduate) training [13,21,25,27,74,82,85,104]. …”

Section: Discussionmentioning

confidence: 99%

Addressing indigenous health workforce inequities: A literature review exploring 'best' practice for recruitment into tertiary health programmes

Curtis

Wikaire

Stokes

et al. 2012

International Journal for Equity in Health

134

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IntroductionAddressing the underrepresentation of indigenous health professionals is recognised internationally as being integral to overcoming indigenous health inequities. This literature review aims to identify 'best practice' for recruitment of indigenous secondary school students into tertiary health programmes with particular relevance to recruitment of Māori within a New Zealand context.Methodology/methodsA Kaupapa Māori Research (KMR) methodological approach was utilised to review literature and categorise content via: country; population group; health profession ffocus; research methods; evidence of effectiveness; and discussion of barriers. Recruitment activities are described within five broad contexts associated with the recruitment pipeline: Early Exposure, Transitioning, Retention/Completion, Professional Workforce Development, and Across the total pipeline.ResultsA total of 70 articles were included. There is a lack of published literature specific to Māori recruitment and a limited, but growing, body of literature focused on other indigenous and underrepresented minority populations.The literature is primarily descriptive in nature with few articles providing evidence of effectiveness. However, the literature clearly frames recruitment activity as occurring across a pipeline that extends from secondary through to tertiary education contexts and in some instances vocational (post-graduate) training. Early exposure activities encourage students to achieve success in appropriate school subjects, address deficiencies in careers advice and offer tertiary enrichment opportunities. Support for students to transition into and within health professional programmes is required including bridging/foundation programmes, admission policies/quotas and institutional mission statements demonstrating a commitment to achieving equity. Retention/completion support includes academic and pastoral interventions and institutional changes to ensure safer environments for indigenous students. Overall, recruitment should reflect a comprehensive, integrated pipeline approach that includes secondary, tertiary, community and workforce stakeholders.ConclusionsAlthough the current literature is less able to identify 'best practice', six broad principles to achieve success for indigenous health workforce development include: 1) Framing initiatives within indigenous worldviews 2) Demonstrating a tangible institutional commitment to equity 3) Framing interventions to address barriers to indigenous health workforce development 4) Incorporating a comprehensive pipeline model 5) Increasing family and community engagement and 6) Incorporating quality data tracking and evaluation. Achieving equity in health workforce representation should remain both a political and ethical priority.

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Section: Discussionmentioning

confidence: 99%

Addressing indigenous health workforce inequities: A literature review exploring 'best' practice for recruitment into tertiary health programmes

Curtis

Wikaire

Stokes

et al. 2012

International Journal for Equity in Health

134

View full text Add to dashboard Cite

show abstract

“…Indigenous health disparities stem from the ongoing impacts of colonisation, racism and marginalisation on Indigenous peoples’ experiences of well‐being . Educational initiatives in Indigenous health must address these processes in a collaborative manner . As Indigenous communities are often, if not always, accessing care in racialised environments and societies, a two‐eyed seeing approach can provide a breadth of viewpoints and understandings to enhance the opportunity for education initiatives to be directly translated to real‐life clinical practice.…”

Section: Addressing Indigenous Health Disparities Through Medical Edumentioning

confidence: 99%

Two‐eyed seeing: A useful gaze in Indigenous medical education research

et al. 2020

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Context Medical education has a role in preparing future health care practitioners to have the skills to meaningfully address health disparities while providing effective clinical care considerate of diversity in our societies. This calls for medical education researchers to approach their craft in ways that prioritise and value inputs from a broader range of perspectives and worldviews in an effort to redress the negative impacts of social, political and structural forces on health outcomes. Methods Given the entrenched health inequities experienced by Indigenous populations across the globe, this paper details an approach to medical education research put forward by Canadian Mi'kmaw Elders Murdena and Albert Marshall and named ‘two‐eyed seeing’. This approach provides the opportunity for medical education researchers to address the ongoing impacts of colonisation, racism and marginalisation on health outcomes by prioritising Indigenous worldviews in medical curricula. The need for researchers and medical academies to critically consider Indigenous governance and processes of respectful knowledge sharing within the wider institutional and societal contexts is addressed. Conclusions The benefits of two‐eyed seeing in the context of better preparing the future workforce to effectively meet the needs of those most vulnerable, and to action change against health inequities, situate it as a promising research approach in medical education.

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“…If attendance at indigenous health events is typical, then students are eager to develop skills towards the amelioration of aboriginal disadvantage. Authorities on Australian medical education have taken this on board, with the development of three strategies that will boost the priority of indigenous health education in the undergraduate curriculum 17 …”

Section: Curriculummentioning

confidence: 99%

Context, curriculum and culture: prospects for Australian medical education

Mitchell

2007

Clinical Teacher

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Reform in Australian medical schools: a collaborative approach to realising Indigenous health potential

Cited by 21 publications

References 0 publications

Addressing indigenous health workforce inequities: A literature review exploring 'best' practice for recruitment into tertiary health programmes

Addressing indigenous health workforce inequities: A literature review exploring 'best' practice for recruitment into tertiary health programmes

Two‐eyed seeing: A useful gaze in Indigenous medical education research

Context, curriculum and culture: prospects for Australian medical education

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