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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...

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Detalles Bibliográficos
Autores principales: 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
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Published for the Association of American Medical Colleges by Lippincott Williams & Wilkins 2019
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.
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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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