Jones Rhys G, Henning Marcus A, Pinnock Ralph, Shulruf Boaz, Hawken Susan J
Te Kupenga Hauora Māori, Faculty of Medical and Health Sciences, University of Auckland, New Zealand.
N Z Med J. 2013 Jun 28;126(1377):41-50.
To investigate the views of medical students early in their clinical training and their clinical teachers with respect to Māori health teaching and learning.
A survey approach was used to appraise responses from 276 students early in their clinical training and 135 clinical teachers. All participants were asked to respond to a set of questions about the teaching and assessment of Hauora Māori (Māori health). These responses were analysed using descriptive statistics and inspection of the distribution of responses (skewness and kurtosis). A further open ended question was asked about suggested changes to the medical school and the responses relating to Hauora Māori were analysed using a summative content analysis system.
The distribution of the data revealed strongly skewed responses in the direction of disagreement in relation to four of the six student questionnaire items indicating that most students question the quality of Hauora Māori teaching and assessment. Also, two of the five items from the clinical teacher questionnaire were strongly skewed to the disagreement option suggesting that many clinical teachers felt underprepared to teach this aspect of the curriculum. The content analysis identified a range of views, often polarised, with responses at the negative end of the spectrum revealing a degree of resistance to Māori health teaching and learning.
The findings of this study raise concerns about the extent to which medical students are supported to achieve Hauora Māori learning outcomes. The consistency between medical student and clinical teacher findings points to systemic issues, and the solutions are likely to be multi-layered. At the institutional level, Māori health needs to be consistently presented as a legitimate and critical area of medical education. At the educational level, it is important that all teachers are supported to provide high quality teaching, learning and assessment of Hauora Māori across the curriculum.
调查医学生在临床培训初期以及他们的临床教师对毛利人健康教学与学习的看法。
采用调查方法评估276名处于临床培训初期的学生和135名临床教师的回答。所有参与者都被要求回答一组关于毛利人健康（Hauora Māori）教学与评估的问题。使用描述性统计和回答分布情况（偏度和峰度）检查对这些回答进行分析。还提出了一个关于对医学院建议改进的开放式问题，并使用总结性内容分析系统对与毛利人健康相关的回答进行分析。
数据分布显示，在学生问卷的六个项目中，有四个项目的回答强烈倾向于不同意的方向，表示大多数学生质疑毛利人健康教学与评估的质量。此外，临床教师问卷的五个项目中有两个强烈倾向于不同意选项，表明许多临床教师觉得在教授课程的这一方面准备不足。内容分析确定了一系列观点，这些观点往往两极分化，在负面一端的回答显示出对毛利人健康教学与学习的一定程度的抵触。
本研究结果引发了对医学生在实现毛利人健康学习成果方面得到支持程度的担忧。医学生和临床教师调查结果之间的一致性表明存在系统性问题，解决方案可能是多层次的。在机构层面，毛利人健康需要始终被视为医学教育中一个合理且关键的领域。在教育层面，重要的是支持所有教师在整个课程中提供高质量的毛利人健康教学、学习和评估。
