A doctoral training model integrating Indigenous and Western methodologies in health research

Indigenous Knowledges are increasingly incorporated into graduate education but are often embedded in curricula grounded in Western epistemologies where Indigenous perspectives are introduced as supplementary, rather than co-equal, ways of knowing. This study describes a doctoral program that delivers health research training through a Two-Eyed Seeing integrative science framework and Indigenous-centered epistemological frameworks.

Following a 2-year planning process (2018-2020), the University of North Dakota launched the PhD in Indigenous Health program in August 2020. Designed for professionals with master's degrees in public health, health professions, social work, public policy, healthcare administration, or related disciplines, the curriculum was intentionally structured around 3 complementary strategies: integrating Indigenous perspectives throughout training, embedding Indigenous epistemologies and relational learning approaches across the curriculum, and delivering the program primarily online to support community-based participation. Two-Eyed Seeing provides the framework for integrating Indigenous and Western methodologies, while Indigenous epistemologies (including decolonizing, Talking Circles, storytelling, and engagement with Elders and Knowledge Holders) support relational learning.

Since August 2020, the program has admitted 87 students across 7 cohorts, graduated 32 students, and maintained high retention, with only 4/87 (4.6%) students leaving the program. Graduates are employed in public health, research, education, or community leadership positions, and several hold leadership positions in Tribal, academic, or national organizations. Students have co-produced peer-reviewed publications, national or international presentations, policy briefs, and epidemiologic reports among other scholarly products, reflecting the program's emphasis on applied and community-engaged scholarship.

Early outcomes suggest that integrating Indigenous Knowledges within doctoral training may strengthen recruitment, retention, and scholarly productivity among Indigenous graduate students and allies. Faculty are exploring the development of a combined MD-PhD pathway in Indigenous Health to prepare physician-scientists to integrate clinical practice, community-engaged research, and Indigenous Knowledges.