Culturally Safe Practices in the Co-creation of Medical Education Curriculum with Indigenous Animators: Outcomes From an Indigenous Learning Circle
OBJECTIVES To explore the experiences of Indigenous patient actors who co-created and enacted Indigenous patient scenarios in collaboration with medical school faculty. We critically examine the structures and systems in a medical school that mediate cultural safety for Indigenous patient actors. Th...
| Main Authors: | , , , , , |
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| Format: | Article |
| Language: | English |
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SAGE Publishing
2023-12-01
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| Series: | Journal of Medical Education and Curricular Development |
| Online Access: | https://doi.org/10.1177/23821205231219430 |
| _version_ | 1797389761861648384 |
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| author | Nicole Bessette Maurianne Reade Lorrilee McGregor Joahnna Berti Bruce Naokwegijig Marion Maar |
| author_facet | Nicole Bessette Maurianne Reade Lorrilee McGregor Joahnna Berti Bruce Naokwegijig Marion Maar |
| author_sort | Nicole Bessette |
| collection | DOAJ |
| description | OBJECTIVES To explore the experiences of Indigenous patient actors who co-created and enacted Indigenous patient scenarios in collaboration with medical school faculty. We critically examine the structures and systems in a medical school that mediate cultural safety for Indigenous patient actors. The Truth and Reconciliation Commission of Canada has called on medical schools and healthcare institutions to help address the intergenerational harms inflicted on Indigenous people by the Indian residential school (IRS) system. Institutions are striving to incorporate cultural competency, conflict resolution, human rights, and anti-racism education into their curricula. However, the structural inequities within undergraduate, postgraduate, and continuing medical education practices must be identified and challenged to ensure that medical education is authentic and culturally safe for those involved in the development and delivery of the Indigenous health curriculum. To explore potential structural inequities in the co-creation process of simulated cultural communication scenarios (SCCS), the Indigenous animators at Debajehmujig Storytellers and collaborating faculty and professional staff at the Northern Ontario School of Medicine University (NOSM U) examined cultural safety in their curriculum design and delivery process. METHODS We utilized the qualitative Indigenous research methodology of the Learning Circle to deconstruct the co-creation process and to explore the experience of cultural safety from the Indigenous animators’ perspective throughout the curriculum design and delivery process. RESULTS A framework for culturally safe co-creation practices with Indigenous people, rooted within Indigenous teachings of the Medicine Wheel, emerged from the qualitative data. CONCLUSIONS This framework has the potential to guide the practice of culturally safe co-creation of Indigenous patient simulations in medical education and healthcare workplace learning. While the Medicine Wheel teachings are held by specific Indigenous nations, we anticipate that the results and recommendations of this study will apply to Indigenous co-creators and academic medical educators internationally. |
| first_indexed | 2024-03-08T23:00:40Z |
| format | Article |
| id | doaj.art-9b2efe28da2c45acaed12bae372469bd |
| institution | Directory Open Access Journal |
| issn | 2382-1205 |
| language | English |
| last_indexed | 2024-03-08T23:00:40Z |
| publishDate | 2023-12-01 |
| publisher | SAGE Publishing |
| record_format | Article |
| series | Journal of Medical Education and Curricular Development |
| spelling | doaj.art-9b2efe28da2c45acaed12bae372469bd2023-12-15T21:06:15ZengSAGE PublishingJournal of Medical Education and Curricular Development2382-12052023-12-011010.1177/23821205231219430Culturally Safe Practices in the Co-creation of Medical Education Curriculum with Indigenous Animators: Outcomes From an Indigenous Learning CircleNicole Bessette0Maurianne Reade1Lorrilee McGregor2Joahnna Berti3Bruce Naokwegijig4Marion Maar5 Undergraduate Medical Education, , Sudbury, ON, Canada Faculty of Medicine, , Sudbury, ON, Canada Faculty of Medicine, , Sudbury, ON, Canada Debajehmujig Theatre Group, Debajehmujig Creation Centre, Manitowaning, ON, Canada Debajehmujig Theatre Group, Debajehmujig Creation Centre, Manitowaning, ON, Canada Faculty of Medicine, , Sudbury, ON, CanadaOBJECTIVES To explore the experiences of Indigenous patient actors who co-created and enacted Indigenous patient scenarios in collaboration with medical school faculty. We critically examine the structures and systems in a medical school that mediate cultural safety for Indigenous patient actors. The Truth and Reconciliation Commission of Canada has called on medical schools and healthcare institutions to help address the intergenerational harms inflicted on Indigenous people by the Indian residential school (IRS) system. Institutions are striving to incorporate cultural competency, conflict resolution, human rights, and anti-racism education into their curricula. However, the structural inequities within undergraduate, postgraduate, and continuing medical education practices must be identified and challenged to ensure that medical education is authentic and culturally safe for those involved in the development and delivery of the Indigenous health curriculum. To explore potential structural inequities in the co-creation process of simulated cultural communication scenarios (SCCS), the Indigenous animators at Debajehmujig Storytellers and collaborating faculty and professional staff at the Northern Ontario School of Medicine University (NOSM U) examined cultural safety in their curriculum design and delivery process. METHODS We utilized the qualitative Indigenous research methodology of the Learning Circle to deconstruct the co-creation process and to explore the experience of cultural safety from the Indigenous animators’ perspective throughout the curriculum design and delivery process. RESULTS A framework for culturally safe co-creation practices with Indigenous people, rooted within Indigenous teachings of the Medicine Wheel, emerged from the qualitative data. CONCLUSIONS This framework has the potential to guide the practice of culturally safe co-creation of Indigenous patient simulations in medical education and healthcare workplace learning. While the Medicine Wheel teachings are held by specific Indigenous nations, we anticipate that the results and recommendations of this study will apply to Indigenous co-creators and academic medical educators internationally.https://doi.org/10.1177/23821205231219430 |
| spellingShingle | Nicole Bessette Maurianne Reade Lorrilee McGregor Joahnna Berti Bruce Naokwegijig Marion Maar Culturally Safe Practices in the Co-creation of Medical Education Curriculum with Indigenous Animators: Outcomes From an Indigenous Learning Circle Journal of Medical Education and Curricular Development |
| title | Culturally Safe Practices in the Co-creation of Medical Education Curriculum with Indigenous Animators: Outcomes From an Indigenous Learning Circle |
| title_full | Culturally Safe Practices in the Co-creation of Medical Education Curriculum with Indigenous Animators: Outcomes From an Indigenous Learning Circle |
| title_fullStr | Culturally Safe Practices in the Co-creation of Medical Education Curriculum with Indigenous Animators: Outcomes From an Indigenous Learning Circle |
| title_full_unstemmed | Culturally Safe Practices in the Co-creation of Medical Education Curriculum with Indigenous Animators: Outcomes From an Indigenous Learning Circle |
| title_short | Culturally Safe Practices in the Co-creation of Medical Education Curriculum with Indigenous Animators: Outcomes From an Indigenous Learning Circle |
| title_sort | culturally safe practices in the co creation of medical education curriculum with indigenous animators outcomes from an indigenous learning circle |
| url | https://doi.org/10.1177/23821205231219430 |
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