Barriers to Including Indigenous Content in Canadian Health Professions Curricula
Saved in:
| Title: | Barriers to Including Indigenous Content in Canadian Health Professions Curricula |
|---|---|
| Language: | English |
| Authors: | Doria, Nicole, Biderman, Maya, Sinno, Jad, Boudreau, Jordan, Mackley, Michael P., Bombay, Amy |
| Source: | Canadian Journal of Education. 2021 44(3):648-675. |
| Availability: | Canadian Society for the Study of Education (CSSE). 260 Dalhousie Street Suite 204, Ottawa, ON K1N 7E4, Canada. Tel: 613-241-0018; Fax: 613-241-0019; e-mail: csse-scee@csse.ca; Web site: https://cje-rce.ca/ |
| Peer Reviewed: | Y |
| Page Count: | 28 |
| Publication Date: | 2021 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Barriers, Inclusion, Indigenous Knowledge, Indigenous Populations, Allied Health Occupations Education, Curriculum Development, College Faculty, Teacher Attitudes, Faculty Workload, Teacher Education, Training, Disproportionate Representation, Faculty Development, Foreign Countries |
| Geographic Terms: | Canada |
| ISSN: | 0380-2361 1918-5979 |
| Abstract: | Indigenous peoples in Canada continue to face health care inequities despite their increased risk for various negative health outcomes. Evidence suggests that health professions students and faculty do not feel their curriculum adequately prepares learners to address these inequities. The aim of this study was to identify barriers that hinder the inclusion of adequate Indigenous content in curricula across health professions programs. Semi-structured interviews were conducted with 33 faculty members at a university in Canada from various health disciplines. Employing thematic analysis, four principal barriers were identified: (1) the limited number and overburdening of Indigenous faculty; (2) the need for non-Indigenous faculty training and capacity; (3) the lack of oversight and direction regarding curricular content and training approaches; and (4) the limited amount of time in curriculum and competing priorities. Addressing these barriers is necessary to prepare learners to provide equitable health care for Indigenous peoples. |
| Abstractor: | As Provided |
| Entry Date: | 2021 |
| Accession Number: | EJ1316720 |
| Database: | ERIC |
| Abstract: | Indigenous peoples in Canada continue to face health care inequities despite their increased risk for various negative health outcomes. Evidence suggests that health professions students and faculty do not feel their curriculum adequately prepares learners to address these inequities. The aim of this study was to identify barriers that hinder the inclusion of adequate Indigenous content in curricula across health professions programs. Semi-structured interviews were conducted with 33 faculty members at a university in Canada from various health disciplines. Employing thematic analysis, four principal barriers were identified: (1) the limited number and overburdening of Indigenous faculty; (2) the need for non-Indigenous faculty training and capacity; (3) the lack of oversight and direction regarding curricular content and training approaches; and (4) the limited amount of time in curriculum and competing priorities. Addressing these barriers is necessary to prepare learners to provide equitable health care for Indigenous peoples. |
|---|---|
| ISSN: | 0380-2361 1918-5979 |
