"There Is Much More to Learn Still": Embedding Culturally Safe Practice Education into Medical School Programs

Area of Science:

• Medical Education
• Cultural Safety
• Indigenous Health

Background:

• Culturally safe care is a core medical graduate expectation in Australia, yet medical schools face challenges in its delivery.
• Curriculum redesign is needed to effectively teach cultural safety to medical students.
• First Nations peoples in the Northern Territory require culturally safe healthcare approaches.

Purpose of the Study:

• To design, implement, and evaluate a culturally safe healthcare program for medical students.
• To address the gap in medical education regarding care for First Nations peoples.
• To foster critical reflection on racism and improve healthcare delivery.

Main Methods:

• A 9-week program was developed using education theories (community of practice, constructivism, transformative learning).
• The program incorporated a podcast for critical reflection on racism in healthcare.
• Evaluation involved 177 weekly surveys and 7 pre/post-program interviews analyzed using inductive narrative analysis and Kirkpatrick's model.

Main Results:

• 81% of participants found the program valuable.
• Students demonstrated improved critical reflection on power dynamics and racism.
• Participants acquired enhanced skills in rapport building, communication, and patient-centred care.

Conclusions:

• The pilot program provides a successful framework for cultural safety education in medical curricula.
• The framework shows potential for adaptation and broader implementation in medical schools.
• Effective cultural safety training can improve healthcare for First Nations peoples.