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Educating for Indigenous Health Equity: An International Consensus Statement
The determinants of health inequities between Indigenous and non-Indigenous populations include factors amenable to medical education’s influence—for example, the competence of the medical workforce to provide effective and equitable care to Indigenous populations. Medical education institutions hav...
Autores principales: | , , , , , , , , , , , , , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Published for the Association of American Medical Colleges by Lippincott Williams & Wilkins
2019
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6445615/ https://www.ncbi.nlm.nih.gov/pubmed/30277958 http://dx.doi.org/10.1097/ACM.0000000000002476 |
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author | Jones, Rhys Crowshoe, Lynden Reid, Papaarangi Calam, Betty Curtis, Elana Green, Michael Huria, Tania Jacklin, Kristen Kamaka, Martina Lacey, Cameron Milroy, Jill Paul, David Pitama, Suzanne Walker, Leah Webb, Gillian Ewen, Shaun |
author_facet | Jones, Rhys Crowshoe, Lynden Reid, Papaarangi Calam, Betty Curtis, Elana Green, Michael Huria, Tania Jacklin, Kristen Kamaka, Martina Lacey, Cameron Milroy, Jill Paul, David Pitama, Suzanne Walker, Leah Webb, Gillian Ewen, Shaun |
author_sort | Jones, Rhys |
collection | PubMed |
description | The determinants of health inequities between Indigenous and non-Indigenous populations include factors amenable to medical education’s influence—for example, the competence of the medical workforce to provide effective and equitable care to Indigenous populations. Medical education institutions have an important role to play in eliminating these inequities. However, there is evidence that medical education is not adequately fulfilling this role and, in fact, may be complicit in perpetuating inequities. This article seeks to examine the factors underpinning medical education’s role in Indigenous health inequity, to inform interventions to address these factors. The authors developed a consensus statement that synthesizes evidence from research, evaluation, and the collective experience of an international research collaboration including experts in Indigenous medical education. The statement describes foundational processes that limit Indigenous health development in medical education and articulates key principles that can be applied at multiple levels to advance Indigenous health equity. The authors recognize colonization, racism, and privilege as fundamental determinants of Indigenous health that are also deeply embedded in Western medical education. To contribute effectively to Indigenous health development, medical education institutions must engage in decolonization processes and address racism and privilege at curricular and institutional levels. Indigenous health curricula must be formalized and comprehensive, and must be consistently reinforced in all educational environments. Institutions’ responsibilities extend to advocacy for health system and broader societal reform to reduce and eliminate health inequities. These activities must be adequately resourced and underpinned by investment in infrastructure and Indigenous leadership. |
format | Online Article Text |
id | pubmed-6445615 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2019 |
publisher | Published for the Association of American Medical Colleges by Lippincott Williams & Wilkins |
record_format | MEDLINE/PubMed |
spelling | pubmed-64456152019-04-19 Educating for Indigenous Health Equity: An International Consensus Statement Jones, Rhys Crowshoe, Lynden Reid, Papaarangi Calam, Betty Curtis, Elana Green, Michael Huria, Tania Jacklin, Kristen Kamaka, Martina Lacey, Cameron Milroy, Jill Paul, David Pitama, Suzanne Walker, Leah Webb, Gillian Ewen, Shaun Acad Med Articles The determinants of health inequities between Indigenous and non-Indigenous populations include factors amenable to medical education’s influence—for example, the competence of the medical workforce to provide effective and equitable care to Indigenous populations. Medical education institutions have an important role to play in eliminating these inequities. However, there is evidence that medical education is not adequately fulfilling this role and, in fact, may be complicit in perpetuating inequities. This article seeks to examine the factors underpinning medical education’s role in Indigenous health inequity, to inform interventions to address these factors. The authors developed a consensus statement that synthesizes evidence from research, evaluation, and the collective experience of an international research collaboration including experts in Indigenous medical education. The statement describes foundational processes that limit Indigenous health development in medical education and articulates key principles that can be applied at multiple levels to advance Indigenous health equity. The authors recognize colonization, racism, and privilege as fundamental determinants of Indigenous health that are also deeply embedded in Western medical education. To contribute effectively to Indigenous health development, medical education institutions must engage in decolonization processes and address racism and privilege at curricular and institutional levels. Indigenous health curricula must be formalized and comprehensive, and must be consistently reinforced in all educational environments. Institutions’ responsibilities extend to advocacy for health system and broader societal reform to reduce and eliminate health inequities. These activities must be adequately resourced and underpinned by investment in infrastructure and Indigenous leadership. Published for the Association of American Medical Colleges by Lippincott Williams & Wilkins 2019-04 2018-10-01 /pmc/articles/PMC6445615/ /pubmed/30277958 http://dx.doi.org/10.1097/ACM.0000000000002476 Text en Copyright © 2018 The Author(s). Published by Wolters Kluwer Health, Inc. on behalf of the Association of American Medical Colleges. This is an open-access article distributed under the terms of the Creative Commons Attribution-Non Commercial-No Derivatives License 4.0 (CCBY-NC-ND) (http://creativecommons.org/licenses/by-nc-nd/4.0/) , where it is permissible to download and share the work provided it is properly cited. The work cannot be changed in any way or used commercially without permission from the journal. |
spellingShingle | Articles Jones, Rhys Crowshoe, Lynden Reid, Papaarangi Calam, Betty Curtis, Elana Green, Michael Huria, Tania Jacklin, Kristen Kamaka, Martina Lacey, Cameron Milroy, Jill Paul, David Pitama, Suzanne Walker, Leah Webb, Gillian Ewen, Shaun Educating for Indigenous Health Equity: An International Consensus Statement |
title | Educating for Indigenous Health Equity: An International Consensus Statement |
title_full | Educating for Indigenous Health Equity: An International Consensus Statement |
title_fullStr | Educating for Indigenous Health Equity: An International Consensus Statement |
title_full_unstemmed | Educating for Indigenous Health Equity: An International Consensus Statement |
title_short | Educating for Indigenous Health Equity: An International Consensus Statement |
title_sort | educating for indigenous health equity: an international consensus statement |
topic | Articles |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6445615/ https://www.ncbi.nlm.nih.gov/pubmed/30277958 http://dx.doi.org/10.1097/ACM.0000000000002476 |
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