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首页> 外文期刊>BMC Medical Education >Indigenous health: designing a clinical orientation program valued by learners
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Indigenous health: designing a clinical orientation program valued by learners

机译：土著健康：设计学习者重视的临床指导计划

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Indigenous health programs are seen as a curriculum response to addressing health disparities and social accountability. Several interrelated teaching approaches to cultural competency curricula have been recommended, however evidence of the impact of these on learner outcomes including engagement and self-reported competencies is limited. We aimed to explore undergraduate medical student perspectives of an indigenous health orientation program to inform curriculum strategies that promote learning and development of clinical skills. We analyzed quantitative and qualitative student evaluations (n?=?602) of a three-day immersed indigenous health orientation program between 2006 and 2014 based on Likert-scale responses and open-text comments. We conducted a thematic analysis of narrative student experiences (n?=?426). Overall, 509 of 551 respondents (92%) rated the indigenous health orientation program as extremely or highly valuable and most (87%) reported that the course strongly increased their interest in indigenous health. The features of the clinical course that enhanced value for learners included situated learning (learning environment; learning context); teaching qualities (enthusiasm and passion for Māori health; role-modelling); curriculum content (re-presenting Māori history; exploring Māori beliefs, values and practices; using a Māori health framework in clinical practice); teaching methodologies (multiple teaching methods; simulated patient interview); and building relationships with peers (getting to know the student cohort; developing professional working relationships). Undergraduate medical students valued an indigenous health program delivered in an authentic indigenous environment and that explicitly reframed historical notions of indigenous health to contextualize learning. Content relevant to clinical practice, faculty knowledge, and strengthened peer interactions combined to build learner confidence and self-reported indigenous health competencies. These findings suggest empirical evidence to support a curriculum approach to indigenous health teaching that enhances clinical learning.
机译：土著卫生计划被视为应对卫生差距和社会责任的课程反应。已经推荐了几种相互关联的文化能力课程教学方法，但是，这些方法对学习成果（包括敬业度和自我报告的能力）的影响的证据有限。我们旨在探索医学生对本地健康导向计划的看法，从而为促进临床技能学习和发展的课程策略提供信息。我们根据利克特量表答复和开放文本评论，对2006年至2014年间为期三天的沉浸式土著健康导向计划的学生进行了定量和定性的评估（n ==？602）。我们对学生的叙事体验进行了主题分析（n = 426）。总体而言，在551个受访者中，有509个（占92％）将土著健康导向计划评为非常或非常有价值，并且大多数（87％）报告说，该课程极大地提高了他们对土著健康的兴趣。临床课程为学习者增加价值的特征包括：情境学习（学习环境;学习环境）;学习环境;学习环境;学习环境。教学质量（对毛利人健康的热情和激情;榜样）;课程内容（代表毛利人的历史;探索毛利人的信仰，价值观和做法;在临床实践中使用毛利人的健康框架）;教学方法（多种教学方法;模拟患者访谈）;与同伴建立关系（了解学生群体;建立专业的工作关系）。医科大学的本科生重视在真实的土著环境中实施的土著健康计划，该计划明确地重新构造了土著健康的历史观念，以便根据学习情况进行学习。与临床实践，教师知识以及加强的同伴互动有关的内容结合起来，可以建立学习者的信心和自我报告的本地卫生能力。这些发现提出了经验证据，以支持针对土著健康教学的课程方法，以增强临床学习。

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