Residency training programs to support residents working in First Nations, Inuit, and Métis communities

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dc.contributor.authorRashid, Marghalara
dc.contributor.authorNguyen, Julie
dc.contributor.authorClark, Wayne
dc.contributor.authorFoulds, Jessica L.
dc.contributor.authorJohn, Ida
dc.contributor.authorChan, Ming-Ka
dc.contributor.authorWhalen-Browne, Molly
dc.contributor.authorRoach, Pamela
dc.contributor.authorMorris, Melanie
dc.contributor.authorForgie, Sarah
dc.date.accessioned2025-02-06T18:54:26Z
dc.date.available2025-02-06T18:54:26Z
dc.date.issued2025-01-28
dc.date.updated2025-02-01T04:37:57Z
dc.description.abstractAbstract Background To gain culturally appropriate awareness of First Nations, Inuit and/or Métis Health, research suggests that programs focus on sending more trainees to First Nations, Inuit and/or Métis communities Working within this context provides experiences and knowledge that build upon classroom education and support trainees’ acquisition of skills to engage in culturally safe healthcare provision. This study examines residents' and faculty members' perceptions of how residency training programs can optimize First Nations, Inuit and/or Métis health training and support residents in gaining the knowledge, skills, and experiences for working in and with First Nations, Inuit and/or Métis communities. Methods A qualitative approach was used, guided by a relational lens for collecting data and a constructivist grounded theory for data interpretation. Theoretical sampling was used to recruit 35 participants from three main study sites across two western Canadian provinces. Recruitment, data collection, and analysis using constructivist grounded theory occurred concurrently to ensure appropriate depth of exploration. Results Our data analysis revealed five themes: Five themes were generated: Complexity of voluntourism as a concept; Diversity of knowledge representation required for developing curriculum; Effective models of care for First Nations, Inuit and/or Métis health; Essential traits that residents should have for working in First Nations, Inuit and/or Métis communities; and Building relationships and trust by engaging the community. Conclusions First Nations, Inuit and/or Métis Health should be prioritized within Canadian postgraduate medical education. Equipping trainees to provide holistic care, immersing in and learning from First Nations, Inuit and/or Métis communities is essential for developing the next generation of clinicians and preceptors. We present educational recommendations for residency programs to optimize First Nations, Inuit and/or Métis health educational experiences and provide residents with skills to provide effective and culturally safe care.
dc.identifier.citationBMC Medical Education. 2025 Jan 28;25(1):132
dc.identifier.doi10.1186/s12909-025-06722-w
dc.identifier.urihttp://hdl.handle.net/1993/38859
dc.language.isoeng
dc.language.rfc3066en
dc.publisherBMC
dc.rights.holderThe Author(s)
dc.subjectFirst Nations
dc.subjectInuit and/or Métis Curriculum
dc.subjectPostgraduate Education
dc.subjectGrounded theory
dc.titleResidency training programs to support residents working in First Nations, Inuit, and Métis communities
dc.typeJournal Article
local.author.affiliationRady Faculty of Health Sciences::Max Rady College of Medicine::Department of Pediatrics and Child Health
oaire.citation.issue132
oaire.citation.titleBMC Medical Education
oaire.citation.volume25
project.funder.identifierhttp://dx.doi.org/10.13039/100014735
project.funder.nameRoyal College of Physicians and Surgeons of Canada
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