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Cited by 47Indigenous Health, Education, and RightsCultural Competency in Health CareInnovations in Medical Education

The DOI matches its Crossref record; 46 of the 46 references it cites were found in a registry or an index.

Integrating equity and social justice for indigenous peoples in undergraduate health professions education in Canada: a framework from a critical review of literature

Open access
Blanchet Garneau, Amélie, Bélisle, Marilou, Lavoie, Patrick, Laurent Sédillot, Catherine·2021·International Journal for Equity in Health
DOI 10.1186/s12939-021-01475-6PMC PMC8139059
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Abstract

Understanding how to create structural change by actively counteracting racialized ways of interacting with Indigenous peoples at an individual and organizational level within health care systems and health professions education is essential for creating a more inclusive, equitable, and healthier society. In health professions education, the primary means of teaching about health inequities has been to frame them as stemming from culturally or ethnically based issues. While attention to culturally specific practices can be valuable to health and healing in some contexts, education that solely focuses on Indigenous cultures risks perpetuating cultural stereotypes and othering, rather than focusing on how Eurocentric systems continue to exert oppressive effects on Indigenous peoples. We present an organizational transformation framework grounded in equitable partnerships from a comprehensive critical review of the literature on the integration of equity and social justice in undergraduate health professions education with a focus on Indigenous health. We did a thematic analysis of the results and discussions presented in the 26 selected articles to identify promising practices and challenges associated with the integration of equity and social justice in undergraduate health professions education. The framework resulting from this analysis is composed of three interrelated components: 1) adopt critical pedagogical approaches that promote Indigenous epistemologies; 2) partner with Indigenous students, educators and communities; 3) engage educators in critical pedagogical approaches and health equity issues. This framework could guide the development of contextually tailored interventions that contribute to decolonizing health professions education.

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Crossref · 10.1186/s12939-021-01475-6

Cites

46 of 46 references verified0 citation errors · 0 not checkable

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  • The lack of Indigenous input can be attributed to factors including lack of awareness about autism in First Nations communities, lack of research capacity for Indigenous people, and/or ongoing mistrust of research institutions.

    “The lack of Indigenous input can be attributed to many factors including the lack of awareness about autism in First Nations communities, lack of research capacity for Indigenous people, and/or ongoing mistrust of research institutions (Blanchet Garneau et al., 2021)”

    From Indigenous Autism in Canada: A Scoping Review (2024) · cites this paper as Blanchet Garneau et al., 2021

    The paper’s “Partner with indigenous students, educators and communities” section discusses Indigenous participation in developing health-professions curricula, not the lack of Indigenous input described in the claim. Searches for autism, First Nations autism awareness, research capacity, and mistrust of research institutions found no passage addressing the proposed reasons. (LLM, conf=0.76)

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Citations

Cites

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Research works printed but not linked: 5

  1. Allan B, Smylie J. First peoples, second class treatment: the role of racism in the health and well-being of indigenous peoples in Canada. Toronto: The Wellesley Institute; 2015.
  2. First Nations Health Authority. FNHA's policy statement on cultural safety and humility. West Vancouver: First Nations Health Authority; 2016.
  3. Dell EM, Firestone M, Smylie J, Vaillancourt S. Cultural safety and providing care to Aboriginal patients in the emergency department. Can J Emerg Med. 2015;18(4):301–5. https://doi.org/10.1017/cem.2015.100. · DOI
  4. Browne AJ, Varcoe C, Lavoie J, Smye V, Wong ST, Krause M, et al. Enhancing health care equity with indigenous populations: evidence-based strategies from an ethnographic study. BMC Health Serv Res. 2016;16(1):544. https://doi.org/10.1186/s12913-016-1707-9. · DOI · Paper page
  5. Canadian Association of Schools of Nursing. Educating nurses to address socio-cultural, historical, and contextual determinants of health among Aboriginal peoples. Ottawa: Author; 2013.

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Metadata

Authors
Blanchet Garneau, A., Bélisle, M., Lavoie, P., & Laurent Sédillot, C.
Affiliations
  • Université de Sherbrooke (CA)
  • Université de Montréal (CA)
ORCID
Venue
International Journal for Equity in Health
Publisher
Springer Science and Business Media LLC
Published
2021-05-21
Volume
20
Issue
1
Pages
123-123
ISSN
1475-9276 (ISSN-L)
DOI
10.1186/s12939-021-01475-6
PMC
PMC8139059
OpenAlex
W3161624853
Cited by
47
References
46
Citations by year
2026: 9 · 2025: 12 · 2024: 13 · 2023: 9 · 2022: 3 · 2021: 1
FWCI
0.70
Type
journal article
Language
en
Open access
Licence
Locations
  • International Journal for Equity in Health (publishedVersion, cc-by)
  • PubMed Central (publishedVersion, cc-by)
  • PubMed (publishedVersion)
  • DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
Funders
Équipe FUTUR - Fonds de Recherche du Québec - Société et culture (2018-SE-204672)
Topics
  • Social Sciences › Health › Indigenous Health, Education, and Rights
  • Health Sciences › Medicine › Public Health, Environmental and Occupational Health › Cultural Competency in Health Care
  • Social Sciences › Education › Innovations in Medical Education
Keywords
Indigenous health, health equity, social justice, undergraduate health professions education, decolonization, critical pedagogy, Indigenous epistemologies, Eurocentrism, organizational change, Indigenous partnerships, health disparities, Canada
MeSH terms
Health Equity, Indigenous Peoples, Canada, Education, Medical, Undergraduate, Humans, Social Justice

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