The Making of the World's Only Medical School Mandatory Placement in Indigenous Communities: Northern Ontario School of Medicine (nosm)

Hudson, Geoffrey L.; Maar, Marion

doi:10.1515/9780228012320-013

Cited by 2 publications

(5 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Students and tutors particularly noted the educational benefit of practicing engaging with Indigenous people in culturally safe manner in simulations to prepare for their month-long community placement in an Indigenous community in Northern Ontario. 4,5 I think it prepares [students] better for the following 4 weeks they will spend on a reserve, and because of [the Simulated Cultural Communication Scenarios], they will benefit more of that experience. (tutor)…”

Section: Think This Was a Fun And Interactive Session To Prepare Us T...mentioning

confidence: 99%

Section: Safe Immersion In Culturally Authentic Clinical Communicationmentioning

confidence: 99%

“…Building on community partnerships, NOSM faculty created unique and groundbreaking, authentic cultural immersion curriculum designed to foster culturally safe interpersonal skills and cultural understanding. 5,6 Community-based learning includes a month-long placement for all first-year students in Indigenous communities where a major portion of the curriculum is designed by the community. This approach has successfully imparted experiential knowledge of Indigenous health care issues, but teaching cultural safety practices in clinical simulations remained an educational challenge.…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Co-creating Simulated Cultural Communication Scenarios with Indigenous Animators: An Evaluation of Innovative Clinical Cultural Safety Curriculum

Maar

Bessette

McGregor

et al. 2020

Journal of Medical Education and Curricular Development

View full text Add to dashboard Cite

Background: Building on partnerships with Indigenous communities and with the support of the Northern Ontario School of Medicine, faculty created groundbreaking, authentic cultural immersion curriculum designed to foster culturally safe interpersonal skills and cultural understanding. However, structural barriers to the teaching of clinical communication skills for culturally safe care to Indigenous patients persisted. To address this challenge, faculty collaborated with Indigenous animators on the co-creation of a new teaching modality of Simulated Cultural Communication Scenarios. We evaluated student learning experience, the faculty teaching experience, the attainment of teaching goals, benefits, and areas for improvement for this approach. Methods: We piloted 9 Simulated Cultural Communication Scenarios with 64 medical students and 17 tutors. We collected quantitative and qualitative data regarding their experiences and perceptions of the new curriculum. The quantitative data was statistically summarized, and the qualitative data was coded and thematically analyzed. Results: The emergent themes indicate that co-created Simulated Cultural Communication Scenarios support the acquisition of culturally safe clinical skills because the modality fosters authentic, safe, context rich, and anti-oppressive patient dialogue with Indigenous animators. Recommendations for optimizing the sessions included ensuring tutors have a deep understanding of the significance of cultural safety in patient care. As the pedagogy is different from the familiar standardized clinical skills sessions, tutors and students benefit from education on the pedagogical approach. Conclusion: Simulated Cultural Communication Scenarios, co-created with cultural insiders and academic educators, represent an authentic education approach to teaching culturally safe clinical encounters. The findings contribute to our understanding of translating social accountability into the clinical setting.

show abstract

Section: Think This Was a Fun And Interactive Session To Prepare Us T...mentioning

confidence: 99%

Section: Safe Immersion In Culturally Authentic Clinical Communicationmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Co-creating Simulated Cultural Communication Scenarios with Indigenous Animators: An Evaluation of Innovative Clinical Cultural Safety Curriculum

Maar

Bessette

McGregor

et al. 2020

Journal of Medical Education and Curricular Development

View full text Add to dashboard Cite

show abstract

“…One Indigenous NOSM U graduate explained that the curriculum collaboration between the School and Indigenous people benefits learners as this curriculum is transformative for many who experience it. 7 Another area of curriculum utilizes simulated scenarios to develop the clinical skills required for culturally safe care. However, assessments of simulations with Indigenous standardized patient (SP) scenarios at the School revealed that the SP model did not allow the Indigenous actors' to apply their lived experience to portray authentic Indigenous clinical scenarios and created culturally unsafe learning environments for Indigenous SPs.…”

Section: Introduction Backgroundmentioning

confidence: 99%

“…6 The cornerstone of the NOSM U Indigenous health curriculum is an innovative mandatory 4-week cultural immersion placement in an Indigenous community, the only one of its kind in the world. 7 Over several months, leading up to the placement, students are taught about the history and cultural diversity of Indigenous peoples in Canada, Indigenous health services delivery systems, social determinants of health, racism, and cultural safety. 8 Our 20 years of experience with this substantial Indigenous health curriculum has allowed us to critically deconstruct the pedagogical approaches that support successful outcomes.…”

Section: Introduction Backgroundmentioning

confidence: 99%

Culturally Safe Practices in the Co-creation of Medical Education Curriculum with Indigenous Animators: Outcomes From an Indigenous Learning Circle

Bessette,

Reade,

McGregor

et al. 2023

Journal of Medical Education and Curricular Development

Self Cite

View full text Add to dashboard Cite

OBJECTIVES To explore the experiences of Indigenous patient actors who co-created and enacted Indigenous patient scenarios in collaboration with medical school faculty. We critically examine the structures and systems in a medical school that mediate cultural safety for Indigenous patient actors. The Truth and Reconciliation Commission of Canada has called on medical schools and healthcare institutions to help address the intergenerational harms inflicted on Indigenous people by the Indian residential school (IRS) system. Institutions are striving to incorporate cultural competency, conflict resolution, human rights, and anti-racism education into their curricula. However, the structural inequities within undergraduate, postgraduate, and continuing medical education practices must be identified and challenged to ensure that medical education is authentic and culturally safe for those involved in the development and delivery of the Indigenous health curriculum. To explore potential structural inequities in the co-creation process of simulated cultural communication scenarios (SCCS), the Indigenous animators at Debajehmujig Storytellers and collaborating faculty and professional staff at the Northern Ontario School of Medicine University (NOSM U) examined cultural safety in their curriculum design and delivery process. METHODS We utilized the qualitative Indigenous research methodology of the Learning Circle to deconstruct the co-creation process and to explore the experience of cultural safety from the Indigenous animators’ perspective throughout the curriculum design and delivery process. RESULTS A framework for culturally safe co-creation practices with Indigenous people, rooted within Indigenous teachings of the Medicine Wheel, emerged from the qualitative data. CONCLUSIONS This framework has the potential to guide the practice of culturally safe co-creation of Indigenous patient simulations in medical education and healthcare workplace learning. While the Medicine Wheel teachings are held by specific Indigenous nations, we anticipate that the results and recommendations of this study will apply to Indigenous co-creators and academic medical educators internationally.

show abstract

The Making of the World's Only Medical School Mandatory Placement in Indigenous Communities: Northern Ontario School of Medicine (nosm)

Cited by 2 publications

References 0 publications

Co-creating Simulated Cultural Communication Scenarios with Indigenous Animators: An Evaluation of Innovative Clinical Cultural Safety Curriculum

Co-creating Simulated Cultural Communication Scenarios with Indigenous Animators: An Evaluation of Innovative Clinical Cultural Safety Curriculum

Culturally Safe Practices in the Co-creation of Medical Education Curriculum with Indigenous Animators: Outcomes From an Indigenous Learning Circle

Contact Info

Product

Resources

About