Ansell Alexandra
Faculty of Graduate Studies & Research, University of Alberta, Alberta, Canada.
Can Med Educ J. 2022 Jul 6;13(3):47-51. doi: 10.36834/cmej.72878. eCollection 2022 Jul.
Educational organizations that train medical professionals are intricately linked to the responsibility of creating culturally safe healthcare providers. However, prevailing inequities contribute to the continued oppression of Indigenous peoples, evidenced by inequitable access, treatment, and outcomes in the healthcare system. Despite an increasing awareness of how colonialist systems and the structures within them can contribute to health disparities, this awareness has not led to drastic improvements of health outcomes for Indigenous peoples. Many recently graduated health professionals will have likely encountered Indigenous peoples as a minority population within the larger, non-Indigenous context. Clinical placements in Indigenous settings may improve recruitment and retention of healthcare professionals in rural and remote settings, while helping educational institutions fulfill their social accountability missions. These placements may aid in the decolonization of care through reductions in bias and racism of medical professionals. Clinical placements in Indigenous settings may better prepare providers to navigate the dynamic challenges of the healthcare needs of Indigenous peoples safely and respectfully.
培训医学专业人员的教育机构与培养具有文化安全意识的医疗服务提供者的责任紧密相连。然而,普遍存在的不平等现象导致原住民持续受到压迫,医疗系统中获取资源、治疗和结果的不平等就是明证。尽管人们越来越意识到殖民主义制度及其内部结构如何导致健康差距,但这种意识并未使原住民的健康结果得到大幅改善。许多刚毕业的医疗专业人员可能在更大的非原住民背景下将原住民视为少数群体。在原住民社区进行临床实习可能会提高农村和偏远地区医疗服务专业人员的招聘率和留用率,同时帮助教育机构履行其社会问责使命。这些实习可以通过减少医疗专业人员的偏见和种族主义来促进医疗服务的非殖民化。在原住民社区进行临床实习可能会让医疗服务提供者更好地准备,以便安全、尊重地应对原住民医疗需求的动态挑战。