Submission ID 118571
| Issue/Objective | African Canadians report experiencing racism when accessing healthcare. Systemic anti-Black racism is a critical determinant of health disparities. They share stories of feeling misunderstood and describe a lack of cultural understanding by healthcare providers. Consequently, they do not trust that they will receive supportive services and may delay accessing healthcare. In Canadian healthcare settings there is a need for innovative interprofessional health education (IPHE) curriculum for students and healthcare professionals to learn how to provide culturally responsive care. Our research found that although many healthcare providers attend diversity and equity training, they report feeling unequipped to provide culturally responsive care. Objectives We will present an innovative interprofessional health education (IPHE) curriculum integrating transformative pedagogy and anti-racist and Africentric principles. To explore culturally responsive strategies addressing anti-Black racism within healthcare education and practice. Significance Incorporating transformative pedagogy informed by anti-racist and Africentricity will increase the capacity of inclusive leadership in healthcare and further exploration of innovative practices to advocate for equitable healthcare, and strengthen strategic collaboration within interprofessional teams. |
|---|---|
| Methodology/Approach | Informed by both quantitative and qualitative methods, that included a survey of healthcare professionals, Kitchen Table Talks with forty participants of African descent, participatory action research that included filming storytelling, and an extensive literature review, our three-year research journey was marked by Ubuntu relational values. Our analysis was guided by Africentric canons which centred truth telling, community, equity, deep personal reflection, and justice. Together our findings infused the development of interprofessional health education curriculum. |
| Results | Our results inform key curriculum components that will include integrative modules on anti-Black racism, culturally responsive care (CRC), trauma- and violence-informed care (TVIC), intersectionality, and structural violence. These modules incorporate the application of storytelling and patient narratives to facilitate empathy and perspective-taking among interprofessional learners. |
| Discussion/Conclusion | Transformative Pedagogies are required to teach self-awareness and cultural humility that are integral to enhancing the capacity of healthcare professionals to deliver culturally responsive, equity-oriented care. Empowered learners are active change agents advocating for systemic transformation in health practices. |
| Presenters and affiliations | Nancy Ross Dalhousie University Afolake Awoyiga Izaac Walton Killam Health Center Nancy Ross Dalhousie University |
