原住民长老和学术领袖对培训居民与土著居民合作的观点:一个建构主义的理论研究研究
Marghalara Rashid1, Wayne Clark2, Jessica L Foulds1
1Department of Paediatrics, University of Alberta, Edmonton, Alberta, Canada.
The clinical teacher
|September 30, 2025
概括
这项研究强调了改善研究生医学教育的必要性,以解决土著患者的医疗保健不平等问题. 主要发现强调支持教师在真理与和解,并将土著方法纳入临床实践.
科学领域:
- 医学教育 医学教育
- 原住民健康公平的权利.
- 文化安全文化安全
背景情况:
- 原住民人口面临着由于殖民而产生的严重的医疗保健不平等.
- 文化安全培训等研究生教育干预措施可以减少不平等,但尚未得到广泛实施.
- 在文化安全课程的制定中,土著社区的声音往往缺失.
研究的目的:
- 探索土著长老和学术领袖在改善研究生培训方面的观点.
- 为了更好地准备居民照顾土著患者.
主要方法:
- 使用了一个构造主义的基于理论的方法.
- 与加拿大的土著长老 (n=4) 和学术领袖 (n=16) 进行了半结构化采访.
- 数据分析涉及到采访数据的文字转录.
主要成果:
- 教师需要在真理,和解和放弃学习方面得到支持.
- 领导力应该以谦卑的方式表现出来.
- 对于土著课程开发的补偿承认土著同事的价值.
- 整合土著方法丰富了临床实践.
结论:
- 居住计划必须为开发土著课程的教师和领导人提供支持.
- 为学术领袖提供资源对于成功实施土著课程至关重要.
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