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

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

  1. 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. 2. WHERE WE COME FROM …. Labrador
  3. 3. OUR INDIGENOUS PEOPLES Inuit
  4. 4. INNU
  5. 5. LABRADOR METI
  6. 6. FEDERATION OF NEWFOUNDLAND INDIANS
  7. 7. MI'KMAQ @ CONNE RIVER
  8. 8. OUR LAND
  9. 9. OUR MEDICAL SCHOOL – ST. JOHN’S
  10. 10. LABRADOR HEALTH CENTER – GOOSE BAY
  11. 11. NATUASHISH HEALTH CENTER
  12. 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. 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. 14. CURRICULUM COURSE CONTENT AND DELIVERY ANALYSIS CHECKLIST
  15. 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. 16. IPAC-AFMC CANMEDS COMPETENCIES  Medical Expert  Communicator  Collaborator  Manager  Health Advocate  Scholar  Professional
  17. 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. 18. CURRICULUM COURSE CONTENT AND DELIVERY INDICATORS PROFILE
  19. 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. 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. 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. 22. SUGGESTED EVALUATION METHODOLOGIES  1. Examination (oral or written)  2. Project paper  3. Class presentation  4. Case discussion
  23. 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. 24. FACULTY ALLOCATION OF CORE COMPETENCY COVERAGE
  25. 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. 26. SO WHAT ABOUT THE INDIGENOUS CURRICULUM SUBCOMMITTEE A resource, an expert advisory group for Undergraduate Medicine
  27. 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. 28. Thank you

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