从教师和住院医师的角度探索本土健康课程的教学方法。
Exploring approaches to teaching Indigenous health curricula from the perspectives of faculty and residents.
作者信息
Rashid Marghalara, Clark Wayne, Foulds Jessica L, Nguyen Julie, John Ida, Forgie Sarah E
机构信息
Department of Paediatrics, University of Alberta, Edmonton, Alberta, Canada.
Indigenous Health Initiatives, Faculty of Medicine and Dentistry, University of Alberta, Edmonton, Alberta, Canada.
出版信息
Med Educ Online. 2025 Dec;30(1):2516673. doi: 10.1080/10872981.2025.2516673. Epub 2025 Jun 6.
METHOD
We employed a thematic analysis approach, utilizing purposeful sampling to recruit 21 faculty members and 19 residents engaged in Indigenous education from three Canadian universities. Data collection involved semi-structured 60-minute interviews, which were subsequently analyzed by the research team.
RESULTS
We found three main themes: (1) Critical components of Indigenous curricula; (2) Curricular pedagogy; (3) Critical reflection of ongoing harms. Key findings emphasized the importance of continuous exposure to Indigenous curriculum content, starting with community engagement and cultural events, and progressing to collaboration with experienced healthcare professionals and training in cultural humility, anti-racism, and awareness of colonialism's legacy and biases.
CONCLUSIONS
By incorporating the insights and experiences of faculty and residents engaged in Indigenous education, the curriculum can become more effective and better tailored to address the health needs of Indigenous patients and communities.
方法
我们采用了主题分析方法，通过目的抽样从加拿大三所大学招募了21名从事原住民教育的教员和19名住院医师。数据收集包括60分钟的半结构化访谈，随后由研究团队进行分析。
结果
我们发现了三个主要主题：（1）原住民课程的关键组成部分；（2）课程教学法；（3）对持续伤害的批判性反思。主要发现强调了持续接触原住民课程内容的重要性，从社区参与和文化活动开始，进而与经验丰富的医疗保健专业人员合作，并接受文化谦逊、反种族主义以及对殖民主义遗留问题和偏见的认识方面的培训。
结论
通过纳入从事原住民教育的教员和住院医师的见解和经验，课程可以变得更加有效，并更好地满足原住民患者和社区的健康需求。
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