Reforming Medical Curricula to Support Indigenous Students and Reduce Healthcare Disparities

Indigenous populations continue to experience health inequities that are exacerbated by systemic barriers in medical education. These challenges both limit the success of Indigenous students and leave the broader physician workforce underprepared to provide culturally safe care.

This narrative literature review explores the educational experiences of Indigenous medical students and examines evidence-informed strategies to enhance cultural competency and inclusion within medical curricula. Studies were identified through database searches using Ovid MEDLINE and relevant MeSH terms, followed by citation chaining. A total of 13 studies were included in the final narrative review.

Key themes from the selected literature include structural marginalization in curricula, lack of Indigenous representation, and the emotional burden faced by Indigenous learners. Promising interventions include Indigenous-led simulations, cultural immersion programs, and experiential learning in community settings. However, implementation challenges-such as time constraints, faculty training gaps, and financial barriers-persist.

A longitudinal, integrated model of cultural humility, embedded throughout medical education, is recommended. Such an approach supports both Indigenous and non-Indigenous learners in delivering more equitable healthcare.

Medical education reform must incorporate Indigenous knowledge systems, address institutional racism, and center Indigenous voices to achieve cultural safety and reduce health disparities.