Melbourne School of Population Health, University of Melbourne, Melbourne, VIC.
Med J Aust. 2012 Jul 2;197(1):50-2. doi: 10.5694/mja12.10219.
To undertake a systematic literature review to determine the scope, rationales, and evaluation foci of indigenous health curricula included in university-based professional training of health care service providers.
Systematic review.
We searched the Australasian Medical Index, ATSIhealth (Aboriginal and Torres Strait Islander Health Bibliography), CINAHL PLUS, MEDLINE, SCOPUS version 4, and Web of Science databases using relevant keywords. Our initial search identified 1247 articles and our refined search identified 57 articles. Thirty-six articles published between 1999 and 2011 that referred to indigenous health-related curricula within university health science courses were selected for review.
While almost all the articles were explicit that improving indigenous health was an aim of their curriculum, none evaluated the impact of curricula on patient outcomes.
There appears to be a widespread assumption in the literature that improving practitioner skills, knowledge and attitudes will lead to improvements in indigenous health outcomes. The literature showed evidence of efforts towards evaluating learner (student) outcomes, but no evidence of evaluation of patient outcomes. We need to begin to design methods that focus on evaluating the impacts of indigenous health curricula on patient outcomes, while continuing to investigate the impact of curricula on learner outcomes.
进行系统文献回顾，以确定大学医疗保健服务提供者专业培训中纳入的本土健康课程的范围、基本原理和评估重点。
系统回顾。
我们使用相关关键词搜索了澳大拉西亚医学索引、ATSIhealth（原住民和托雷斯海峡岛民健康书目）、CINAHL PLUS、MEDLINE、SCOPUS 版本 4 和 Web of Science 数据库。我们的初步搜索确定了 1247 篇文章，我们的精炼搜索确定了 57 篇文章。选择了 36 篇发表于 1999 年至 2011 年之间的文章，这些文章涉及大学健康科学课程中的本土健康相关课程。
虽然几乎所有文章都明确表示，改善原住民健康是其课程的目标，但没有一篇评估课程对患者结果的影响。
文献中似乎普遍存在这样一种假设，即提高从业者的技能、知识和态度将导致原住民健康结果的改善。文献表明，人们努力评估学习者（学生）的结果，但没有证据表明对患者结果进行了评估。我们需要开始设计专注于评估本土健康课程对患者结果的影响的方法，同时继续调查课程对学习者结果的影响。
