scholarly journals Approaches to incorporating indigenous health into the Canadian medical school curriculum

2017 ◽  
Vol 86 (2) ◽  
pp. 57-59
Author(s):  
Danielle Robinson ◽  
Chowdhury Anika Saiva ◽  
Purathani Shanmuganathan
Keyword(s):  
Medical School ◽  
Cultural Competency ◽  
Indigenous Health ◽  
Health Status Disparities ◽  
School Curriculum ◽  
Indigenous Populations ◽  
Canadian Medical School ◽  
Health Curriculum ◽  
School Programs ◽  
Significant Health

In Canada, there are significant health status disparities that exist between Indigenous and non-Indigenous populations. Cultural competency among physicians is a probable way to address this large gap. The purpose of this article is to discuss the current challenges that exist in designing and delivering an Indigenous health curriculum in Canadian undergraduate medical school programs. This article will highlight the importance of cultural competency for improving the health outcomes of Indigenous populations. Additionally, it will explore potential approaches for better integration of Indigenous health into medical curricula.

scholarly journals Six ways to get a grip on teaching medical trainees on the convergence of Indigenous knowledges and biomedicine, within a culturally-safe Indigenous health curriculum

2021 ◽  
Author(s):  
Aarti Sayal ◽  
Lisa Richardson ◽  
Allison Crawford
Keyword(s):  
Indigenous Health ◽  
School Curriculum ◽  
Research Literature ◽  
Formal Curriculum ◽  
Health Curriculum ◽  
Indigenous Knowledges ◽  
University Of Toronto ◽  
Curriculum Map ◽  
The University ◽  
Improve Health

As Indigenous knowledges and biomedicine come together in healthcare today, to improve health outcomes and strengthen cultural identity among Indigenous Peoples, it is vital for physicians to learn about this convergence during their training. This narrative review article aims to provide practical advice for educators when implementing teaching regarding this topic, using examples from the research literature, and pedagogical and practice-based methods used at the University of Toronto (UofT). The methodology on obtaining the research literature included a search of a computer database called Medline. Moreover, the medical school curriculum information specific to UofT, was obtained through the formal curriculum map and UofT’s Office of Indigenous Medical Education. The following six recommendations provide a way to successfully implement the teachings on Indigenous knowledges and biomedicine, within a culturally-safe Indigenous health curriculum.

scholarly journals Towards attainment of Indigenous health through empowerment: resetting health systems, services and provider approaches

2021 ◽  
Vol 6 (2) ◽  
pp. e004052
Author(s):  
Cheryl Barnabe
Keyword(s):  
Health Systems ◽  
Indigenous Health ◽  
Indigenous Rights ◽  
Indigenous Communities ◽  
Models Of Care ◽  
Indigenous Populations ◽  
Health And Wellness ◽  
Financial Investments ◽  
Dominant Society ◽  
Significant Health

Colonial policies and practices have introduced significant health challenges for Indigenous populations in commonwealth countries. Health systems and models of care were shaped for dominant society, and were not contextualised for Indigenous communities nor with provision of Indigenous cultural approaches to maintain health and wellness. Shifts to support Indigenous health outcomes have been challenged by debate on identifying which system and service components are to be included, implementation approaches, the lack of contextualised evaluation of implemented models to justify financial investments, but most importantly lack of effort in ensuring equity and participation by affected communities to uphold Indigenous rights to health. Prioritising the involvement, collaboration and empowerment of Indigenous communities and leadership are critical to successful transformation of healthcare in Indigenous communities. Locally determined priorities and solutions can be enacted to meet community and individual needs, and advance health attainment. In this paper, existing successful and sustainable models that demonstrate the empowerment of Indigenous peoples and communities in advocating for, designing, delivering and leading health and wellness supports are shared.

scholarly journals Teaching Cultural Competency through Global Health Education at Weill Cornell Medicine

2020 ◽  
Vol 8 (1) ◽  
pp. 15-19
Author(s):  
Katharine-Grace Norris ◽  
Caitlin Noonan ◽  
Roger Ying ◽  
Claire T. Kenney ◽  
Jennifer Huang ◽  
...  
Keyword(s):  
Health Education ◽  
Global Health ◽  
Cultural Competency ◽  
Health Program ◽  
School Curriculum ◽  
Lessons Learned ◽  
Student Collaboration ◽  
Health Curriculum ◽  
Global Health Education ◽  
Global Partnerships

Background: Educating medical students to better understand the complexities of cultural competence, the social determinants and environmental determinants of health that are important and integral components of the medical school curriculum. Methods: In 2014, Weill Cornell Medicine (WCM) implemented a new curriculum, the adoption of which provided the means to enhance an existing global health program, informally introduced in 2009, and to address the issues of cultural competency. In this article, we share WCM’s experience in building and expanding its global health curriculum. Results: A hallmark of our program is the successful collaboration between students and faculty to create a multi-disciplinary global health program that incorporates electives, clinical field placement, and collaborative research. Conclusion: Key lessons learned through our experience include the necessity for strong faculty-student collaboration, full support from the administration, and building global partnerships. Our example could be a useful guide for other medical schools seeking to establish a global health education curriculum. 

The Utilisation of Radiology for the Teaching of Anatomy in Canadian Medical Schools

2012 ◽  
Vol 63 (3) ◽  
pp. 160-164 ◽  
Author(s):  
Andrew Jack ◽  
Brent Burbridge
Keyword(s):  
Diagnostic Imaging ◽  
Medical School ◽  
Medical Schools ◽  
School Curriculum ◽  
Department Head ◽  
Full Potential ◽  
Canadian Medical School ◽  
English Speaking ◽  
The Individual ◽  
Anatomy Teaching

Objective To determine the utilisation of diagnostic imaging (radiology) as a department and/or imaging medium in the teaching of anatomy at the Canadian undergraduate medical education level. Methods The study objectives were achieved through the use of a questionnaire and a literature review. The anatomy department head at each English-based Canadian Medical School was contacted, and the individual most responsible for anatomy teaching in the medical school curriculum was identified. This individual was subsequently asked to complete a questionnaire that evaluated the involvement of radiology for anatomy teaching in their curriculum. Results The use and integration of radiology is a common practice in the teaching of anatomy in Canadian undergraduate medicine. Although the methods and extent of its use varied among institutions, every English-based Canadian medical school, except one, was using diagnostic imaging material in their instruction of anatomy. Furthermore, half of the institutions had a radiologist as a faculty member of their anatomy department to help teach and to use imaging to its full potential. Discussion This audit of anatomy departments suggests that diagnostic imaging has an important role to play in anatomy teaching in Canadian English-speaking medical schools.

Building on Past Experience

2018 ◽  
Author(s):  
J. Donald Boudreau ◽  
Eric J. Cassell ◽  
Abraham Fuks
Keyword(s):  
Medical School ◽  
School Curriculum ◽  
Past Experience ◽  
Medical School Curriculum ◽  
Learning Activities ◽  
Dual Roles ◽  
Medical Program ◽  
Mcgill University ◽  
Ongoing Development ◽  
Renewal Project

This chapter serves to explain the link between a curricular renewal project that has already been completed and one that is envisaged as an aspirational goal and serves as the focus of the book. The Physicianship Curriculum has its origins in courses introduced in 1998 and that evolved over two decades in the undergraduate medical program at McGill University. The innovative modules and learning activities were initially rolled out under the ambit of two distinct conceptual streams: professionalism and healing in medicine. Ongoing development continued using “physicianship” as a new descriptive label. Physicianship refers to the dual roles of the physician: the physician as professional and as healer. The flagship course of the physicianship component of McGill’s medical school curriculum has been a 4-year longitudinal apprenticeship; it is described in detail.

scholarly journals The impact of integrating environmental health into medical school curricula: a survey-based study

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Benjamin Kligler ◽  
Genevieve Pinto Zipp ◽  
Carmela Rocchetti ◽  
Michelle Secic ◽  
Erin Speiser Ihde
Keyword(s):  
Climate Change ◽  
Medical Education ◽  
Medical Students ◽  
Medical School ◽  
Environmental Health ◽  
School Curriculum ◽  
Learning Objectives ◽  
Lead Contamination ◽  
Institute Of Medicine ◽  
The Impact

Abstract Background Inclusion of environmental health (EH) in medical education serves as a catalyst for preparing future physicians to address issues as complex as climate change and health, water pollution and lead contamination. However, previous research has found EH education to be largely lacking in U.S. medical education, putting future physicians at risk of not having the expertise to address patients’ environmental illnesses, nor speak to prevention. Methods Environmental health (EH) knowledge and skills were incorporated into the first-year medical school curriculum at Hackensack Meridian School of Medicine (Nutley, New Jersey), via a two-hour interactive large group learning module with follow up activities. Students completed the Environmental Health in Med School (EHMS) survey before and after the year 1 EH module. This survey evaluates medical students’ attitudes, awareness and professionalism regarding environmental health. In year 2, students completed the Environmental Health Survey II, which measured students’ perceptions of preparedness to discuss EH with future patients. The research team created both surveys based upon learning objectives that broadly aligned with the Institute of Medicine six competency-based environmental health learning objectives. Results 36 year 1 students completed both the pre and post EHMS surveys. McNemar’s test was used for paired comparisons. Results identified no statistically significant changes from pre to post surveys, identifying a dramatic ceiling. When comparing year 2, EHS II pre-survey (n = 84) and post-survey (n = 79) responses, a statistically significant positive change in students’ self-reported sense of preparedness to discuss environmental health with their patients following the curriculum intervention was noted. Conclusions Our conclusion for the EHMS in Year 1 was that the current generation of medical students at this school is already extremely aware of and concerned about the impact of environmental issues on health. Through the EHS II in Year 2, we found that the six-week environmental health module combining didactic and experiential elements significantly increased medical students’ self-reported sense of preparedness to discuss environmental health issues, including climate change, with their patients.

scholarly journals Medical Student Leadership Development through a Business School Partnership Model: A Case Study and Implementation Strategy

2021 ◽  
Vol 8 ◽  
pp. 238212052110104
Author(s):  
Timothy P Daaleman ◽  
Mindy Storrie ◽  
Gary Beck Dallaghan ◽  
Sarah Smithson ◽  
Kurt O Gilliland ◽  
...  
Keyword(s):  
Leadership Development ◽  
Medical Students ◽  
Medical School ◽  
Business School ◽  
Medical Curriculum ◽  
School Curriculum ◽  
Learning Model ◽  
Lessons Learned ◽  
Self Awareness ◽  
Program Outcomes

Background: There is an ongoing call for leadership development in academic health care and medical students desire more training in this area. Although many schools offer combined MD/MBA programs or leadership training in targeted areas, these programs do not often align with medical school leadership competencies and are limited in reaching a large number of students. Methods: The Leadership Initiative (LI) was a program created by a partnership between a School of Medicine (SOM) and Business School with a learning model that emphasized the progression from principles to practice, and the competencies of self-awareness, communication, and collaboration/teamwork. Through offerings across a medical school curriculum, the LI introduced leadership principles and provided an opportunity to apply them in an interactive activity or simulation. We utilized the existing SOM evaluation platform to collect data on program outcomes that included satisfaction, fidelity to the learning model, and impact. Results: From 2017 to 2020, over 70% of first-year medical students participated in LI course offerings while a smaller percentage of fourth-year students engaged in the curriculum. Most students had no prior awareness of LI course material and were equivocal about their ability to apply lessons learned to their medical school experience. Students reported that the LI offerings provided opportunities to practice the skills and competencies of self-awareness, communication, and collaboration/teamwork. Discussion: Adding new activities to an already crowded medical curriculum was the greatest logistical challenge. The LI was successful in introducing leadership principles but faced obstacles in having participants apply and practice these principles. Most students reported that the LI offerings were aligned with the foundational competencies.

scholarly journals Overview: The international group for indigenous health measurement and COVID-19

2021 ◽  
pp. 1-6
Author(s):  
Michele Connolly ◽  
Kalinda Griffiths ◽  
John Waldon ◽  
Malcolm King ◽  
Alexandra King ◽  
...  
Keyword(s):  
New Zealand ◽  
Total Population ◽  
Indigenous Health ◽  
Health Data ◽  
Indigenous Populations ◽  
Health Measurement ◽  
Country Group ◽  
International Group ◽  
The Us ◽  
The Impact

The International Group for Indigenous Health Measurement (IGIHM) is a 4-country group established to promote improvements in the collection, analysis, interpretation and dissemination of Indigenous health data, including the impact of COVID-19. This overview provides data on cases and deaths for the total population as well as the Indigenous populations of each country. Brief summaries of the impact are provided for Canada and New Zealand. The Overview is followed by. separate articles with more detailed discussion of the COVID-19 experience in Australia and the US.

Culinary Medicine Training in Core Medical School Curriculum Improved Medical Student Nutrition Knowledge and Confidence in Providing Nutrition Counseling

2021 ◽  
pp. 155982762110217
Author(s):  
Christopher R. D’Adamo ◽  
Kayli Workman ◽  
Christine Barnabic ◽  
Norman Retener ◽  
Bernadette Siaton ◽  
...  
Keyword(s):  
Medical Student ◽  
Medical Students ◽  
Medical School ◽  
Patient Care ◽  
School Curriculum ◽  
Nutrition Knowledge ◽  
Medical School Curriculum ◽  
Nutrition Counseling ◽  
Patient Counseling ◽  
Culinary Medicine

Background: Elective culinary medicine education has become popular to help fill important gaps in physician nutrition training. The implementation and outcomes among the inaugural cohort of medical students who received culinary medicine training as a required component of medical school curriculum at the University of Maryland School of Medicine are described. Methods: Following a series of elective pilot sessions, culinary medicine training was provided to all first-year medical students in the 2019-2020 academic year. The 3-hour training included evidence-based nutrition lecture, cooking simple recipes, and group discussion of the application to personal and patient care. Pre-/postsession questionnaires assessed nutrition knowledge, skills, and attitudes as well as nutritional counseling confidence. Paired t-tests estimated mean differences in outcomes pre- and posttraining. Qualitative data were subjected to thematic analysis. Results: Overall, 119 of 125 (95.2%) students provided pre- and posttraining outcomes data. All nutritional and patient counseling outcomes improved ( P < .05). Themes of being better prepared to address healthy eating barriers in patient care and personal ability to make healthy dietary changes were noted in qualitative analysis. Conclusion: One session of culinary medicine training in core medical student curriculum was feasible and improved medical student nutrition knowledge, skills, and attitudes and confidence in patient nutrition counseling.

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