1. Developing and evaluating
Aboriginal cultural self-efficacy
in health professional learners
Muster PeArLs,
October 29, 2014

2. Faculty/Presenter Disclosure
• Faculty/Presenters: Lee Rysdale,
Tina Armstrong, Denise Raftis
• Relationships with commercial
interests:
– We have no conflict of interest to
declare regarding relationship
with commercial interests

3. Learning Objectives
• To discuss cultural self-efficacy in
health care and health professional
education and training.
• To identify effective learning
experiences that can enhance cultural
self-efficacy.
• To discuss strategies to assess the
impact of specific experiences on
cultural self-efficacy.

4. Almost half (40-46%) of
Ontario’s Aboriginal
population
20% of total population in
Northwestern Ontario
http://www.nosm.ca/education/general.aspx?id=17879

5. Competencies
• Four minimum competencies:
– Health status
• historical and current government practices
• colonization, residential schools, treaties and land claims
– Socio-demographic profile including heterogeneity
– Traditional and non-traditional healing and wellness
practices; sources of expertise (elders and healers)
– Issues and strategies to improve access to culturally
appropriate health services
• One advanced competency:
– Appropriate approaches and strategies at an individual
and/or population level
• local, provincial and national networks, groups and
organizations
• community development, ownership, reciprocity and
respect

6. Goal: Cultural Self-efficacy
• Increase awareness, knowledge and skills
• Function in culturally diverse situations
• More likely to work with priority populations
Train
Recruit
and
Retain
in the
North

7. Learning Experiences
• What types of educational experiences
increase cultural self-efficacy (e.g.
workshops, placements)?
• Are there aspects that are more effective?

8. Assessments
• How do we assess cultural self-efficacy?
• How do we assess the impact of specific
experiences on cultural self-efficacy?