‘I learned more than from any lecture’ – Indigenous place and space for teaching Indigenous health to physiotherapy students

Searching our mindset – looking at places and spaces in education

“…Bolton (physical therapist) and Andrews (social worker) share their early experiences from student learning about Indigenous health, by stepping out from the university and entering a museum designed and managed by Indigenous community, creating a site of history and evolving culture [8]. Disrupting students' expectations of learning places to engage with history as a key determinant of health encourage students to deconstruct their experience more readily.…”

Reflexive Practice as an Approach to Improve Healthcare Delivery for Indigenous Peoples: A Systematic Critical Synthesis and Exploration of the Cultural Safety Education Literature

“…A total of 46 documents were analysed, describing 43 different educational interventions. The majority ( n = 35) of documents described university-based educational interventions [ 16 , 18 , 21 , 22 , 23 , 24 , 25 , 26 , 27 , 28 , 29 , 30 , 31 , 32 , 33 , 38 , 54 , 55 , 56 , 57 , 58 , 59 , 60 , 62 , 63 , 64 , 66 , 68 , 69 , 70 , 73 , 80 , 81 , 83 , 84 ], with one set of documents describing a short vocational training course [ 85 , 86 , 87 ], and the remainder ( n = 8) describing continuing professional education (CPE) courses for practicing health professionals [ 17 , 19 , 20 , 36 , 69 , 73 , 88 , 89 ]. Just over half of the documents analysed ( n = 28) were from Australia [ 17 , 18 , 20 , 22 …”

“…Of the 46 documents analysed, 40 described some form of reflexive process. Ten documents specifically referred to a process of ‘reflexivity’, either as part of the cultural safety definition [ 17 , 18 , 25 , 26 , 29 , 30 , 31 , 84 ] or as part of the educational intervention [ 23 , 38 ]. The remaining 30 documents used variations of the following terms: (self) awareness [ 20 , 54 , 57 , 58 , 59 , 63 , 64 , 69 , 80 , 91 ]; (critical and/or self) reflection [ 21 , 22 , 32 , 33 , 36 , 55 , 56 , 57 , 58 , 63 , 64 , 66 , 67 , 68 , 73 , 80 , 81 , 83 , 84 , 85 , 86 , 87 , 91 ]; (self) examination [ 16 , 61 , 65 , 71 , 72 , 75 ].…”

“…The importance of cultural safety as an approach to healthcare provision is now well established, with a substantial body of literature exploring the application of cultural safety across a range of health professions, including nursing and midwifery [ 16 , 17 , 18 , 19 , 20 , 21 , 22 , 23 ], medicine [ 24 , 25 , 26 , 27 , 28 ], psychology [ 29 ], physiotherapy [ 30 ], occupational therapy [ 31 , 32 ], and nutrition [ 33 ]. As such it is increasingly being included in health sciences curricula at the tertiary level in Australia, Aotearoa New Zealand, Canada, and the United States [ 34 ] and developed as short continuing professional education courses (for example, [ 35 , 36 , 37 ]).…”

“…While there is a growing body of literature on cultural safety education, at present, there is little guidance on the best approach to teach or assess reflexivity in the context of cultural safety. Currently, most cultural safety education literature falls into three broad categories: qualitative explorations of student learning experiences [ 18 , 22 , 30 , 54 , 55 , 56 , 57 , 58 ], evaluations of student learning outcomes [ 17 , 19 , 23 , 26 , 29 , 32 , 33 , 50 , 59 , 60 , 61 , 62 , 63 , 64 , 65 , 66 ], and descriptions of curricula development and delivery [ 16 , 20 , 21 , 25 , 28 , 31 , 38 , 67 , 68 , 69 , 70 , 71 , 72 , 73 ]. In evaluations of curricula and learning outcomes, student reflective journals are a common source of data.…”