Submission ID 78290
| Code | OG-2-4 |
|---|---|
| At the end of this workshop, participants will be able to: | |
| Category | Medical Education |
| Type | Oral |
| Will the presenter be a: | Resident |
| Title | A Novel Pedagogical Project to Spur Decolonization in Medical Education |
| Background/Purpose | Canada's Truth and Reconciliation Commission (TRC) report urges medical schools to educate about residential schools' contribution towards healthcare inequities faced by Indigenous people and provide skills based training in human rights and anti-racism. Members of the Cumming School of Medicine's Department of Psychiatry and the Indigenous, Local and Global Health Office (ILGH) engaged in a process emphasizing relationships and ethical listening to develop a novel popular theatre-based brief adapted simulation to educate for culturally informed Indigenous mental healthcare and to engage in anti-racism strategies. Our research objective was to explore learning experiences and outcomes for therapeutic relationships with Indigenous patients in mental healthcare following participation in the pilot educational event. |
| Methods | We undertook a mixed methods case study. Ten psychiatry residents completed retrospective pre- and post-workshop self-efficacy ratings in response to items that evaluated their knowledge, skills and communication in therapeutic engagement with Indigenous patients in mental healthcare. Post-event, we held one focus group and undertook two individual interviews. |
| Results | Psychiatry residents reported increased self-efficacy in discussing racism experienced by Indigenous patients (p<.05) and in employing cultural factors to build therapeutic relationships with Indigenous patients (p<.05). Preliminary thematic analysis identified the importance of embodied learning, and of Indigenous educator-led facilitation prior to and post-event. |
| Discussion | Attending closely to process and relationships was essential to minimise colonial structures in developing the novel popular theatre-based adapted simulation. Our findings hold promise for subsequent iterations of the pedagogical tool, to further explore the role of embodied and transformative learning. |
| Keyword 1 | Indigenous Health |
| Keyword 2 | anti-racism |
| Keyword 3 | case study |
| Abstract content most relevant to: (check all that apply) | Residency Education |
| Abstract Track - First Choice | Indigenous Health |
| Authors | Elisabeth Merner Erica Blimkie Elisabeth Merner Erica Blimkie Pamela Roach Rachel Grimminck Lynden Crowshoe Janet de Groot Michele Decottignies |
