A pilot study to assess the impact of Aboriginal and Torres Strait Islander cultural humility webinars on Australian medical school students

BMC Medical Education

Research

A Yeoh¹  R Buhagiar²  J Ghosh²  S Liu³  A Lu⁴  S Sahadevan⁵  LM Schulz⁶ 

[1] Institute of Evidence-Based Healthcare, Bond University, 14 University Drive, 4226, Robina, QLD, Australia;School of Medicine, Deakin University, 75 Pigdons Road, 3216, Waurn Ponds, VIC, Australia;School of Medicine, Monash University, Wellington Road, 3800, Clayton, VIC, Australia;School of Medicine, The University of Melbourne, 3010, Parkville, VIC, Australia;School of Medicine, University of Queensland, 4072, St Lucia, QLD, Australia;School of Medicine, Western Sydney University, 255 Elizabeth Street, 2000, Sydney, NSW, Australia;

关键词: Australian Aboriginal and Torre Strait Islander Peoples;    Indigenous Peoples;    Curriculum;    Feasibility studies;    Schools, Medical;   

DOI  :  10.1186/s12909-023-04612-7

 received in 2022-11-29, accepted in 2023-08-24,  发布年份 2023

来源: Springer

【 摘 要 】

BackgroundThe Aboriginal and Torres Strait Islander Health Curriculum Framework helps higher education providers to deliver safe and well-informed cultural humility education. However, there is currently a scarcity of evidence surrounding the efficacy and impact of cultural humility education. This study will use qualitative and quantitative research methods to evaluate learning outcomes from an Indigenous health educational webinar aimed at Australian medical students.MethodsA pilot study was conducted following a group of Australian medical students who attended an educational Indigenous health (IH) culturally responsive webinar. Recruitment was conducted via the webinar hosts’ social media pages. Quantitative methods involved sending one pre- and two post-webinar questionnaires to attendees. To assess participants’ retention of information, one post-webinar survey was sent out immediately after the webinar and another three months after the webinar. These questionnaires were designed to reflect pre-determined learning objectives for the webinar. Qualitative methods involved a focus group discussion to identify common themes from participant feedback.ResultsTwenty-six participants were included in the final quantitative analysis. Most of the participants were clinical students between 18 and 24 years old who did not identify as Aboriginal and/or Torres Strait Islander. There was a significant increase (p = 0.007) between pre-intervention (M = 0.35, SD = 0.26) and post-webinar knowledge for the learning outcome exploring the links between health and education (M = 047, SD = 0.25). No results were obtained from the three months post-intervention questionnaire. The qualitative analysis synthesized feedback from three participants and identified presenter delivery style as an important mediator of webinar effectiveness.ConclusionsThere was a significant increase in knowledge and understanding for the learning outcome that explored the links between health and education. We attribute this partly to the engaging and conversational delivery style of the webinar presenters. The importance of Indigenous facilitators that encourage reflective teaching should not be understated. Our results suggest that cultural humility webinars can have a positive impact on medical students’ understanding of the Aboriginal and/or Torres Strait Islander health landscape. This pilot study warrants further research on a larger population.

【 授权许可】

CC BY   
© BioMed Central Ltd., part of Springer Nature 2023

【 图 表 】

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Fig. 43