Your SlideShare is downloading. ×
Assessing the Core Competencies of First Nations, Inuit and Metis Health in the Undergraduate Curriculum
Upcoming SlideShare
Loading in...5
×

Thanks for flagging this SlideShare!

Oops! An error has occurred.

×

Saving this for later?

Get the SlideShare app to save on your phone or tablet. Read anywhere, anytime - even offline.

Text the download link to your phone

Standard text messaging rates apply

Assessing the Core Competencies of First Nations, Inuit and Metis Health in the Undergraduate Curriculum

967
views

Published on

System Level Changes at the Post Secondary Education Level …

System Level Changes at the Post Secondary Education Level
Dr. Catherine Donovan, Dr. Carolyn Sturge-Sparkes, Dr. Michael Jong
Memorial University

Published in: Health & Medicine

0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total Views
967
On Slideshare
0
From Embeds
0
Number of Embeds
0
Actions
Shares
0
Downloads
12
Comments
0
Likes
0
Embeds 0
No embeds

Report content
Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
No notes for slide

Transcript

  • 1. B5-HHR-O—System Level Changes at the Post Secondary Education Level ASSESSING THE CORE COMPETENCIES OF FIRST NATIONS, INUIT AND MÉTIS HEALTH IN THE UNDERGRADUATE CURRICULUM Dr. Catherine Donovan, Dr. Carolyn Sturge-Sparkes, Dr. Michael Jong
  • 2. WHERE WE COME FROM …. Labrador
  • 3. OUR INDIGENOUS PEOPLES Inuit
  • 4. INNU
  • 5. LABRADOR METI
  • 6. FEDERATION OF NEWFOUNDLAND INDIANS
  • 7. MI'KMAQ @ CONNE RIVER
  • 8. OUR LAND
  • 9. OUR MEDICAL SCHOOL – ST. JOHN’S
  • 10. LABRADOR HEALTH CENTER – GOOSE BAY
  • 11. NATUASHISH HEALTH CENTER
  • 12. REVISION OF THE UNDERGRADUATE MEDICAL CURRICULUM  transformative change that will heighten cultural sensitivity of both Aboriginal and non-Aboriginal students on issues of Aboriginal health and health care services
  • 13. INDIGENOUS HEALTH CURRICULUM SUBCOMMITTEE  One of the 3 subcommittees reporting to the Advisory Committee to make Memorial University a better place for Indigenous students  Project coordinator – Dr. Carolyn Sturge-Sparkes  Members  Undergraduate dean  Member from MELT - curriculum renewal team  Indigenous student rep  Indigenous liaison rep  Clinical skills rep  Aboriginal liaison in the Department of Health  Chair
  • 14. CURRICULUM COURSE CONTENT AND DELIVERY ANALYSIS CHECKLIST
  • 15. CAN MEDS - MEDICAL EXPERT  Key Competency: The graduating student will demonstrate compassionate, culturally safe, relationship-centered care for First Nations, Inuit, Métis (FN/I/M) patients, their families and communities
  • 16. IPAC-AFMC CANMEDS COMPETENCIES  Medical Expert  Communicator  Collaborator  Manager  Health Advocate  Scholar  Professional
  • 17. THE INSTRUMENT IS DESIGNED AS A SELF- ASSESSMENT TOOL FOR THE COURSE INSTRUCTOR TO DETERMINE WHAT CULTURAL COMPETENCIES ARE CURRENTLY BEING ADDRESSED IN HIS/HER CLASSROOM.
  • 18. CURRICULUM COURSE CONTENT AND DELIVERY INDICATORS PROFILE
  • 19. COMPETENCY – ROLE OF MEDICAL EXPERT  The graduating student will demonstrate compassionate, culturally safe, relationship- centered care for First Nations, Inuit, Métis (FN/I/M) patients, their families and communities
  • 20. EVALUATION QUESTION  1.1. Do my students demonstrate an understanding of the connection between historical and current government practices towards the First Nations, Inuit and Métis peoples (including but not limited to colonization, residential schools, treaties and land claims) and the impact of these practices on intergenerational health outcomes?
  • 21. INDICATORS  1. % of students demonstrate an understanding of the connection between historical and current government practices towards the FN/I/M peoples in the province (including but not limited to colonization, residential schools, treaties and land claims), and the impact of these practices on intergenerational health outcomes
  • 22. SUGGESTED EVALUATION METHODOLOGIES  1. Examination (oral or written)  2. Project paper  3. Class presentation  4. Case discussion
  • 23. PURPOSE OF THE INDICATORS PROFILE  Profile is to be used under the aegis of a curriculum assessment team or committee with a mandate to periodically evaluate the status of the renewed undergraduate curriculum.  The role of such a team would be to distribute the various assessment tools such as the core competency checklist, and subsequently collect and analyze the responses.  Not intended to be used by faculty members.
  • 24. FACULTY ALLOCATION OF CORE COMPETENCY COVERAGE
  • 25. PURPOSE  Guide to ensure that all the key competencies and their enabling objectives are addressed throughout the undergraduate medical education program.  Ensure that the integration of these core competencies into the overall curriculum is distributed equitably throughout the faculty thereby reducing possible duplication and omission.  Compiled by Chairs of Disciplines for the Undergraduate Dean
  • 26. SO WHAT ABOUT THE INDIGENOUS CURRICULUM SUBCOMMITTEE A resource, an expert advisory group for Undergraduate Medicine
  • 27. TO SUCCEED AS A TEAM IS TO HOLD ALL OF THE MEMBERS ACCOUNTABLE FOR THEIR EXPERTISE. One can never become such a great expert that one does need continue to gain expertise
  • 28. Thank you