a Faculty of Medicine Nursing and Health Sciences , Monash University , Frankston , Australia.
b Faculty of Medicine Nursing and Health Sciences, Department of Nutrition and Dietetics , Monash University , Clayton , Australia.
Med Teach. 2019 May;41(5):525-531. doi: 10.1080/0142159X.2018.1497785. Epub 2018 Oct 9.
Globally, an estimated 370 million Indigenous peoples reside in more than 70 countries with these people commonly experiencing health care access inequity. This systematic review aimed to examine the impact of Indigenous health care curriculum on entry-level health professional learners in preparation to deliver equitable health care. Seventeen articles were identified and analyzed for: context; study design; study measures, teaching and learning delivery mode, content and duration; positive and negative learner reactions; learning gained and article quality was assessed using the Medical Education Research Study Quality Instrument. Most included studies described face-to-face delivery along with blended learning combining a placement in an Indigenous setting, stand-alone placements and digital learning. Descriptions of learning gained covered five domains: remembering, understanding, self-knowledge, perspective and application relating mostly to cultural awareness. Factors contributing to positive learner reactions included attitude, environment, educator skill, pedagogy and opportunities. Factors contributing to negative learner reactions included attitude and environment. There is a need to further explore how health professional graduates are prepared to work in Indigenous health and the appropriate measures to do this. There is opportunity to learn more about Indigenous health teaching and learning across learning domains, in mainstream clinical placements and in digital learning.
全球范围内，据估计有 3.7 亿土著人民居住在 70 多个国家，这些人普遍面临医疗保健机会不平等的问题。本系统评价旨在探讨土著医疗保健课程对准备提供公平医疗保健的入门级卫生专业学习者的影响。确定并分析了 17 篇文章，内容包括：背景；研究设计；研究措施、教学和学习交付模式、内容和持续时间；学习者的积极和消极反应；学习收获，并使用医学教育研究学习质量工具评估文章质量。大多数纳入的研究描述了面对面的教学方式，以及结合了在土著环境中的实习、独立实习和数字学习的混合学习。学习收获的描述涵盖了五个领域：记忆、理解、自我认知、观点和应用，主要涉及文化意识。导致学习者积极反应的因素包括态度、环境、教育者技能、教学法和机会。导致学习者消极反应的因素包括态度和环境。需要进一步探讨卫生专业毕业生如何准备在土著健康领域工作，以及采取哪些适当的措施来实现这一目标。有机会了解更多关于主流临床实习和数字学习中土著健康教学和学习的信息。
