Exploring approaches to teaching Indigenous health curricula from the perspectives of faculty and residents.

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.