Transformative Learning Through Indigenous Partnership: The Role of Student Employees in Place-Based Education

Efforts to advance cultural safety in health professional education often emphasize curriculum design and structured training. Less recognized are the learning opportunities embedded in everyday work experiences. This commentary explores reflections from undergraduate student employees at the University of British Columbia who supported the UPROOT research lab focused on Indigenous teaching and traditional medicine. Between August 2024 and June 2025, 5 Indigenous and 8 non-Indigenous students engaged in administrative, research, and support tasks, including time spent at an Indigenous health and wellness center in Vancouver, British Columbia. Students reported insightful gains in cultural humility and respect for Indigenous identity through participation in ceremony, mentorship with Elders, and experiential learning. Even routine tasks, such as preparing sweat lodges or cataloging medicines, were described as integral to understanding Indigenous ways of knowing, which emphasize relational, embodied, and place-based learning. Indigenous students noted that these experiences deepened their own cultural connections, highlighting a gap in mainstream education and the potential of supportive learning environments. These findings highlight the positive impact of combining Indigenous-led, experiential work opportunities with community-engaged, place-based learning. Student employment in such contexts provides invaluable practical and cultural learning opportunities not only in a Canadian context but also relevant to other jurisdictions, including in the United States, where graduates are likely to care for American Indians, Alaska Natives, and others with tribal affiliation.