Evaluation of a longitudinal Indigenous health elective in family medicine
DOI :
https://doi.org/10.36834/cmej.78275Résumé
Background: In response to the Truth and Reconciliation Commission of Canada Calls to Action 22 to 24 around health, the Department of Family Medicine at the University of Calgary piloted a novel Indigenous Health Longitudinal Elective (IHLE) to give first year residents longitudinal experiences in Indigenous healthcare environments. The purpose of this evaluation was to capture the successful qualities and identify areas for improvements to ensure feasibility of the IHLE pilot program.
Methods: Between November 2022 and April 2023, semi-structured interviews were completed with seven participants of the IHLE and included a mix of residents, preceptors, and clinic staff members. Qualitative thematic analysis was used to gain an in-depth understanding of the IHLE program experiences of all participants.
Results: Benefits of the IHLE program include a deeper understanding of the values and priorities critical to working in healthcare with Indigenous peoples in Southern Alberta. Areas for improvement include clarity around IHLE program structure; clearly defining roles and responsibilities for preceptors; increased opportunities for reciprocity and relationality; and a deeper self-reflection process.
Conclusion: Recommendations for future iterations of the IHLE include ensuring preceptors are trained and engaged, while providing residents more opportunities for relationality and peer debriefing. Results from this study may also help inform future Indigenous health programming in family medicine.
Références
Truth and Reconciliation Commission of Canada. Truth and Reconciliation Commission of Canada: Calls to Action. Winnipeg MB; 2015. Available from: https://ehprnh2mwo3.exactdn.com/wp-content/uploads/2021/01/Calls_to_Action_English2.pdf. [Accessed Sept 2, 2023].
Anderson M, Crowshoe L, Linda M, et al. Joint commitment to action on Indigenous health as approved by the AFMC Board of Directors prepared by writing working group on behalf of the Indigenous Health Network. 2019. Available from: https://www.afmc.ca/wp-content/uploads/2022/10/AFMC_Position_Paper_JCAIH_EN.pdf. [Accessed Aug 30, 2023].
Kitty D, Funnell S, eds. CanMEDS-FM Indigenous Health Supplement. The College of Family Physicians of Canada. Mississauga, ON; 2020. Available from https://www.cfpc.ca/CFPC/media/PDF/CanMEDS-IndigenousHS-ENG-web.pdf. [Accessed Sept 28, 2023].
Rashid M, Nguyen J, Foulds JL, Dennett L, Cardinal, N, Forgie, SE. A scoping review of Indigenous health curricular content in graduate medical education. J Grad Med Educ. 2023;15(1):24–36. https://doi.org/10.4300/JGME-D-22-00180.1
Clarke V, Braun V, Terry G, Hayfield N. Thematic analysis. Handbook of research methods in health and social sciences. In: P. Liamputtong, ed. 2019: 843-860.
Pitama SG, Palmer SC, Huria T, Lacey C, Wilkinson, T. Implementation and impact of Indigenous health curricula: a systematic review. Med Educ. 2018;52(9):898–909. https://doi.org/10.1111/medu.13613
Aggarwal, M, Abdelhalim, R. Are early career family physicians prepared for practice in Canada? A qualitative study. BMC Med Ed. 2023;23 (1): 370. https://doi.org/10.1186/s12909-023-04250-z
Laine-Gossin J, DeKoven S, Bordman R. Making connections: exploring residents' perspectives on a virtual World Café as a novel approach for teaching Indigenous health issues. Can Med Educ J. 2022;13(2):92-95: https://doi.org/10.36834/cmej.73098
Rame A, Kelly-Turner K, Roze des Ordons A, et al. Informing critical Indigenous health education through critical reflection: a qualitative consensus study. Health Educ J. 2023;82(5):569–582. https://doi.org/10.1177/00178969231174872
Vogel L. Residency programs grapple with new Indigenous cultural safety training requirements. CMAJ. 2018;190(25):e778-e779. https://doi.org/10.1503/cmaj.109-5616
Melro CM, Landry J, Matheson, K. 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. Adv Health Sci Ed. 2023. https://doi.org/10.1007/s10459-023-10217-y
Melro CM, Matheson K, Bombay. Beliefs around the causes of inequities and intergroup attitudes among health professional students before and after a course related to Indigenous Peoples and colonialism. BMC Med Ed. 2023;23(277):1-14. https://doi.org/10.1186/s12909-023-04248-7
Téléchargements
Publié-e
Comment citer
Numéro
Rubrique
Licence
© Lisa Zaretsky, Rachel Crooks, Molly Whalen-Browne, Amy Lorette Gausvik, Pamela Roach 2023
Cette œuvre est sous licence Creative Commons Attribution - Pas d'Utilisation Commerciale - Pas de Modification 4.0 International.
La soumission d’un manuscrit original à la revue constitue une indication qu’il s’agit d’un travail original, qu’il n’a jamais été publié et qu’il n’est pas envisagé pour publication dans une autre revue. S’il est accepté, il sera publié en ligne et ne pourra l’être ailleurs sous la même forme, à des fins commerciales, dans quelque langue que ce soit, sans l’accord de l’éditeur.
La publication d’une recherche scientifique a pour but la diffusion de connaissances et, sous un régime sans but lucratif, ne profite financièrement ni à l’éditeur ni à l’auteur.
Les auteurs qui publient dans la Revue canadienne d’éducation médicale acceptent de publier leurs articles sous la licence Creative Commons Paternité - Pas d’utilisation commerciale, Pas de modification 4.0 Canada. Cette licence permet à quiconque de télécharger et de partager l’article à des fins non commerciales, à condition d’en attribuer le crédit aux auteurs. Pour plus de détails sur les droits que les auteurs accordent aux utilisateurs de leur travail, veuillez consulter le résumé de la licence et la licence complète.
