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Barriers to Including Indigenous Content in Canadian Health Professions Curricula

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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
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  Data: Barriers to Including Indigenous Content in Canadian Health Professions Curricula
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  Data: 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/
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  Data: 0380-2361<br />1918-5979
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  Data: 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.
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  Data: EJ1316720
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 28
        StartPage: 648
    Subjects:
      – SubjectFull: Barriers
        Type: general
      – SubjectFull: Inclusion
        Type: general
      – SubjectFull: Indigenous Knowledge
        Type: general
      – SubjectFull: Indigenous Populations
        Type: general
      – SubjectFull: Allied Health Occupations Education
        Type: general
      – SubjectFull: Curriculum Development
        Type: general
      – SubjectFull: College Faculty
        Type: general
      – SubjectFull: Teacher Attitudes
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      – SubjectFull: Faculty Workload
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      – SubjectFull: Teacher Education
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      – SubjectFull: Training
        Type: general
      – SubjectFull: Disproportionate Representation
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      – SubjectFull: Faculty Development
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Canada
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      – TitleFull: Barriers to Including Indigenous Content in Canadian Health Professions Curricula
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