Residency training programs to support residents working in First Nations, Inuit, and Métis communities
Abstract 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 cla...
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| Format: | Article |
| Language: | English |
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BMC
2025-01-01
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| Series: | BMC Medical Education |
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| Online Access: | https://doi.org/10.1186/s12909-025-06722-w |
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| author | Marghalara Rashid Julie Nguyen Wayne Clark Jessica L. Foulds Ida John Ming-Ka Chan Molly Whalen-Browne Pamela Roach Melanie Morris Sarah Forgie |
| author_facet | Marghalara Rashid Julie Nguyen Wayne Clark Jessica L. Foulds Ida John Ming-Ka Chan Molly Whalen-Browne Pamela Roach Melanie Morris Sarah Forgie |
| author_sort | Marghalara Rashid |
| collection | DOAJ |
| description | Abstract 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. |
| format | Article |
| id | doaj-art-7a42fd12866046c88abbf72ca1aa9954 |
| institution | Kabale University |
| issn | 1472-6920 |
| language | English |
| publishDate | 2025-01-01 |
| publisher | BMC |
| record_format | Article |
| series | BMC Medical Education |
| spelling | doaj-art-7a42fd12866046c88abbf72ca1aa99542025-02-02T12:29:41ZengBMCBMC Medical Education1472-69202025-01-0125111410.1186/s12909-025-06722-wResidency training programs to support residents working in First Nations, Inuit, and Métis communitiesMarghalara Rashid0Julie Nguyen1Wayne Clark2Jessica L. Foulds3Ida John4Ming-Ka Chan5Molly Whalen-Browne6Pamela Roach7Melanie Morris8Sarah Forgie9Department of Paediatrics, Faculsty of Medicine and Dentistry, College of Health Sciences, University of Alberta, 3-490 Edmonton Clinic Health AcademyDepartment of Paediatrics, Faculsty of Medicine and Dentistry, College of Health Sciences, University of Alberta, 3-490 Edmonton Clinic Health AcademyIndigenous Health Initiatives, Faculty of Medicine and Dentistry, University of AlbertaDepartment of Paediatrics, Faculsty of Medicine and Dentistry, College of Health Sciences, University of Alberta, 3-490 Edmonton Clinic Health AcademyDepartment of Paediatrics, Faculsty of Medicine and Dentistry, College of Health Sciences, University of Alberta, 3-490 Edmonton Clinic Health AcademyDepartment of Paediatrics, University of ManitobaDepartment of Family Medicine, University of CalgaryDepartment of Family Medicine, University of CalgaryDepartment of Surgery, University of ManitobaDepartment of Paediatrics, Faculsty of Medicine and Dentistry, College of Health Sciences, University of Alberta, 3-490 Edmonton Clinic Health AcademyAbstract 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.https://doi.org/10.1186/s12909-025-06722-wFirst NationsInuit and/or Métis CurriculumPostgraduate EducationGrounded theory |
| spellingShingle | Marghalara Rashid Julie Nguyen Wayne Clark Jessica L. Foulds Ida John Ming-Ka Chan Molly Whalen-Browne Pamela Roach Melanie Morris Sarah Forgie Residency training programs to support residents working in First Nations, Inuit, and Métis communities BMC Medical Education First Nations Inuit and/or Métis Curriculum Postgraduate Education Grounded theory |
| title | Residency training programs to support residents working in First Nations, Inuit, and Métis communities |
| title_full | Residency training programs to support residents working in First Nations, Inuit, and Métis communities |
| title_fullStr | Residency training programs to support residents working in First Nations, Inuit, and Métis communities |
| title_full_unstemmed | Residency training programs to support residents working in First Nations, Inuit, and Métis communities |
| title_short | Residency training programs to support residents working in First Nations, Inuit, and Métis communities |
| title_sort | residency training programs to support residents working in first nations inuit and metis communities |
| topic | First Nations Inuit and/or Métis Curriculum Postgraduate Education Grounded theory |
| url | https://doi.org/10.1186/s12909-025-06722-w |
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