Submission ID 78148
| Code | OC-5-3 |
|---|---|
| At the end of this workshop, participants will be able to: | |
| Category | Medical Education |
| Type | Oral |
| Will the presenter be a: | Early Career Faculty - (Less than 7 years of practice) |
| Title | "The Work Needs to Be Done by Every Single One of Us": Non-Indigenous Learners' and Educators' Engagement with the Truth and Reconciliation Commission's Calls to Action |
| Background/Purpose | Following the release of the 2015 Truth and Reconciliation Commission (TRC) final report, medical schools began implementing initiatives to translate the TRC's Calls to Action into professional and academic practice. For non-Indigenous peoples particularly, these changes have been the impetus for thinking through their experiences of power and privilege and contemplating what it means to meaningfully advocate for social justice. Our research explored how non-Indigenous learners and faculty are positioning themselves and supporting others to engage in reconciliation. |
| Methods | Data collection and analysis were informed by narrative methodology. We interviewed non-Indigenous medical students, (n=5), a health research graduate student (n=1) and medical educators (n=10) across Canada, inviting them to share their experiences engaging with work broadly defined as reconciliation, including insights into their trajectory of personal and professional growth. |
| Results | In contrast to learners who viewed reconciliation as an integral part of their learning and future practice, faculty were primarily involved because they had a formal role that permitted their advocacy. While both groups expressed personal commitments to advancing the Calls, they grappled with the weight of the challenge, citing both interpersonal and institutional challenges. |
| Discussion | Medical education is facing a cultural reckoning, raising questions about how to enact and sustain the lasting change called for by the TRC. We hope our study findings encourage others to reflect on their role in reconciliation and the impact of their actions (positive and negative). Failure to do so risks generating a false sense of individual and institutional progress. |
| Keyword 1 | Reconciliation |
| Keyword 2 | equity |
| Keyword 3 | qualitative |
| Abstract content most relevant to: (check all that apply) | Other |
| Abstract Track - First Choice | Equity, Diversity and Inclusion |
| Authors | Sarah Burm Sarah Burm Lisa Bishop Libby Dean Kori LaDonna Chris Watling Lloy Wylie Danielle Alcock |
