对非土著医学教育工作者和领导人参与和解工作的叙事调查
Sarah Burm1, Libby Dean1, Danielle Alcock2
1Continuing Professional Development and Medical Education, Faculty of Medicine, Dalhousie University, Halifax, Nova Scotia, Canada.
Medical education
|February 22, 2024
概括
非土著医疗教育工作者从事由行政角色驱动的土著和解工作,并面对系统不平等. 他们的持续参与需要机构支持,以避免符号主义,并确保在解决健康差异方面取得真正的进展.
科学领域:
- 医学教育 医学教育
- 健康 公平 卫生 公平
- 土著健康土著健康
背景情况:
- 全球各地的医学院正在实施土著健康公平政策.
- 挑战仍然存在,包括土著代表人数低,倡导者的工作量很大.
- 非原住民参与对于医疗教育的可持续变化至关重要.
研究的目的:
- 了解非土著医学教育工作者在土著和解中的参与途径.
- 识别促进者和阻碍他们持续参与公平工作的障碍.
主要方法:
- 使用叙事调查进行定性研究.
- 与加拿大的10名非土著医学教育者和领导者进行了采访.
- 参与者代表了不同的职业生涯阶段和角色.
主要成果:
- 参与驱动因素包括行政职责和应对土著人民面临的系统不平等.
- 参与者有时很难定义他们在和解中的角色.
- 人们注意到缺乏坚定的机构支持.
结论:
- 医学院必须为非土著教师提供有关土著健康的社会责任能力.
- 调查结果突出了公平工作中的紧张关系和反思的必要性.
- 持续的机构支持对于防止肤浅的进步至关重要.
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