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  1. Home
  2. Research Domains
  3. Indigenous Studies
  4. Aboriginal And Torres Strait Islander Education
  5. Cultural Responsiveness And Working With Aboriginal And Torres Strait Islander Communities Education
  6. Residency Training Programs To Support Residents Working In First Nations, Inuit, And Métis Communities.
  1. Home
  2. Research Domains
  3. Indigenous Studies
  4. Aboriginal And Torres Strait Islander Education
  5. Cultural Responsiveness And Working With Aboriginal And Torres Strait Islander Communities Education
  6. Residency Training Programs To Support Residents Working In First Nations, Inuit, And Métis Communities.

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Residency training programs to support residents working in First Nations, Inuit, and Métis communities.

Marghalara Rashid1, Julie Nguyen2, Wayne Clark3

  • 1Department of Paediatrics, Faculsty of Medicine and Dentistry, College of Health Sciences, University of Alberta, 3-490 Edmonton Clinic Health Academy, 11405-87 Avenue NW, Edmonton, AB, T6G 1C9, Canada. marghala@ualberta.ca.

BMC Medical Education
|January 28, 2025

View abstract on PubMed

Summary
This summary is machine-generated.

Prioritizing First Nations, Inuit and/or Métis Health in Canadian medical education is crucial. Immersive community experiences equip trainees with essential skills for culturally safe healthcare provision.

Keywords:
First NationsGrounded theoryInuit and/or Métis CurriculumPostgraduate Education

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Area of Science:

  • Medical Education
  • Indigenous Health
  • Cultural Competency Training

Background:

  • Culturally appropriate awareness of First Nations, Inuit and/or Métis Health requires practical experiences in communities.
  • Residency programs can enhance trainees' skills for culturally safe healthcare provision through community engagement.

Purpose of the Study:

  • Examine perceptions of optimizing First Nations, Inuit and/or Métis health training in residency programs.
  • Identify how to best support residents in gaining knowledge and skills for working with Indigenous communities.

Main Methods:

  • Qualitative approach utilizing a relational lens and constructivist grounded theory.
  • Theoretical sampling recruited 35 participants across two western Canadian provinces.
  • Concurrent data collection and analysis ensured in-depth exploration.

Main Results:

  • Five key themes emerged: voluntourism complexity, curriculum knowledge diversity, effective Indigenous health models, essential resident traits, and relationship building.
  • Themes highlight the importance of community engagement and trust.
  • Understanding the diversity of knowledge is crucial for curriculum development.

Conclusions:

  • First Nations, Inuit and/or Métis Health must be prioritized in Canadian postgraduate medical education.
  • Immersive community learning is essential for developing culturally safe clinicians.
  • Educational recommendations are provided to optimize training and enhance resident skills.