What Works, Why, and How? The Effect of Educational Interventions on Health Professional Learners’ Causal Beliefs and Attitudes Towards Indigenous Peoples’ Experiences with Historical and Ongoing Colonialism

Racism towards Indigenous Peoples continues to exist in the Canadian healthcare system, with potentially fatal outcomes. Given the historical and ongoing effects of colonialism in Canada, the Truth and Reconciliation Commission (TRC) specifically called for anti-racism and cultural competency as one pathway towards achieving health equity for Indigenous Peoples. Yet, we know little about the design, delivery and effectiveness of such strategies in terms of changing beliefs, attitudes and behaviours towards Indigenous Peoples. This dissertation is comprised of two integrated manuscripts, bookended by introduction and discussion chapters. The first manuscript evaluates the effect of an Indigenous health curriculum on health professional learners’ beliefs, attitudes, support for government assistance to reduce inequities, and professional responsibility to address inequities in Canada. The second manuscript scans the literature to map and analyze the current research landscape of educational interventions regarding the historical and ongoing effects of colonization in Canada, as well as in other countries that share similar colonial histories (i.e., the United States, Australia and New Zealand). It also reports on the common evaluation methods used and the short- and long-term outcomes of educational interventions in those countries. Together, these manuscripts contribute knowledge pertaining to the intended and unintended consequences of Indigenous-specific educational interventions on health professional learners’ beliefs and attitudes. They also contribute to the perceived need for change, as well as the theoretical and evaluation design considerations of educational interventions that focus on the root causes of Indigenous Peoples’ inequities given the Truth and Reconciliation Commission’s Calls to Action on anti-racism and cultural competency training

Sept stratégies pour assurer le caractère inclusif des mini-entrevues multiples virtuelles

COVID-19 restrictions have prompted many medical schools to shift to virtual interview methods for medical school applicant selection. While extensive reflection has been documented around both the process and benefits of transitioning to a virtual Multiple Mini Interview (V-MMI) format, less attention has been given to examining the unintended consequences of this adaptation on increasing representation from underrepresented groups. In this Black Ice article, we consider the equity implications of taking a virtual approach to conducting MMIs and present some practical tips to ensure medical schools are giving attention to and addressing equity issues that may affect applicant and assessor engagement and success. The following seven recommendations include actionable steps medical schools can take immediately to optimize the interview process. This guide can be adapted to residency matching services and other health professions education programs that utilize the MMI.Les restrictions liées à la COVID-19 ont incité de nombreuses facultés de médecine à recourir à l’entrevue virtuelle pour la sélection des candidats. Malgré la réflexion approfondie qui a été menée et documentée sur le processus de transition et les avantages qu’offre le format virtuel des mini-entrevues multiples (V-MMI), les conséquences involontaires de cette adaptation sur la représentation de populations sous-représentées ont été négligées. Dans cet article, nous explorons le terrain glissant des conséquences de la MMI virtuelle sur l’équité et nous présentons quelques conseils pratiques pour appeler l’attention et l’action des facultés de médecine sur ces enjeux qui peuvent affecter la capacité du candidat et de l’évaluateur à interagir, ainsi que l’efficacité de l’entretien. Les sept recommandations comprennent des mesures concrètes que les facultés de médecine peuvent prendre immédiatement pour optimiser le processus d’entrevue. Ce guide peut être adapté au service de jumelage des résidents et aux autres programmes de formation des professions de la santé qui utilisent la MMI

Seven ways to get a grip on preparing for and executing an inclusive virtual multiple mini interview

COVID-19 restrictions have prompted many medical schools to shift to virtual interview methods for medical school applicant selection. While extensive reflection has been documented around both the process and benefits of transitioning to a virtual Multiple Mini Interview (V-MMI) format, less attention has been given to examining the unintended consequences of this adaptation on increasing representation from underrepresented groups. In this Black Ice article, we consider the equity implications of taking a virtual approach to conducting MMIs and present some practical tips to ensure medical schools are giving attention to and addressing equity issues that may affect applicant and assessor engagement and success. The following seven recommendations include actionable steps medical schools can take immediately to optimize the interview process. This guide can be adapted to residency matching services and other health professions education programs that utilize the MMI.</jats:p

Exploring Mental Health Services and Supports for Indigenous Boys and Men: A Scoping Review

While research on Indigenous mental health has expanded in recent years, much of it has focused either broadly on Indigenous populations or on specific subgroups such as women, children, and youth. In contrast, First Nations, Inuit, and Métis boys and men remain significantly underrepresented in both research and programming, despite facing disproportionate mental health challenges. This scoping review aims to systematically map and identify trends in the existing literature on mental health and wellness services, supports, and interventions explicitly tailored for Indigenous boys and men in Canada aged 9 to 30. Following the JBI Manual for Evidence Synthesis and PRISMA-ScR guidelines, a comprehensive search strategy was developed in collaboration with a research librarian. Peer-reviewed and grey literature will be reviewed across five databases (Scopus, PubMed, MEDLINE, PsycINFO, and Web of Science), as well as through Google Scholar and Indigenous community sources. Studies will be included if they report on services or interventions specifically targeting Indigenous boys and men in Canada. This project is part of a broader collaborative research initiative under the ACCESS Open Minds Indigenous Youth Mental Health and Wellness Network (AOMIYMHWN). It is guided by the AOMIYMHWN Advisory Circle and network partners, with the goal of informing service recommendations and addressing key gaps in the literature to enhance the relevance and responsiveness of mental health research and programming for Indigenous boys and men. Preliminary findings suggest a limited but growing number of culturally grounded, community-driven, and gender-specific programs. By identifying gaps and emerging themes, this review can help guide future programming, research, and policy efforts aimed at improving mental health outcomes for Indigenous boys and men in Canada

Seven ways to get a grip on preparing for and executing an inclusive virtual multiple mini interview

COVID-19 restrictions have prompted many medical schools to shift to virtual interview methods for medical school applicant selection. While extensive reflection has been documented around both the process and benefits of transitioning to a virtual Multiple Mini Interview (V-MMI) format, less attention has been given to examining the unintended consequences of this adaptation on increasing representation from underrepresented groups. In this Black Ice article, we consider the equity implications of taking a virtual approach to conducting MMIs and present some practical tips to ensure medical schools are giving attention to and addressing equity issues that may affect applicant and assessor engagement and success. The following seven recommendations include actionable steps medical schools can take immediately to optimize the interview process. This guide can be adapted to residency matching services and other health professions education programs that utilize the MMI.Les restrictions liées à la COVID-19 ont incité de nombreuses facultés de médecine à recourir à l’entrevue virtuelle pour la sélection des candidats. Malgré la réflexion approfondie qui a été menée et documentée sur le processus de transition et les avantages qu’offre le format virtuel des mini-entrevues multiples (V-MMI), les conséquences involontaires de cette adaptation sur la représentation de populations sous-représentées ont été négligées. Dans cet article, nous explorons le terrain glissant des conséquences de la MMI virtuelle sur l’équité et nous présentons quelques conseils pratiques pour appeler l’attention et l’action des facultés de médecine sur ces enjeux qui peuvent affecter la capacité du candidat et de l’évaluateur à interagir, ainsi que l’efficacité de l’entretien. Les sept recommandations comprennent des mesures concrètes que les facultés de médecine peuvent prendre immédiatement pour optimiser le processus d’entrevue. Ce guide peut être adapté au service de jumelage des résidents et aux autres programmes de formation des professions de la santé qui utilisent la MMI

Recruitment of patients, carers and members of the public to advisory boards, groups and panels in public and patient involved health research: a scoping review

Objectives The objectives of this scoping review are to: (1) identify the distribution of and context of the recruitment strategies used, (2) explore the facilitators, benefits, barriers and ethical issues of the identified recruitment strategies, (3) distinguish the varying terminology for involvement (ie, panels, boards, individual) and (4) determine if the individual recruitment strategies used were to address issues of representation or bias. Design A scoping review. Setting This scoping review follows the framework by Peters et al. Seven electronic databases were explored including Scopus, Medline, PubMed, Web of Science, CINAHL, Cochrane Library and PsycINFO (conducted July 2021). The search strategy was codeveloped among the research team, PPI research experts and a faculty librarian. Two independent reviewers screened articles by title and abstract and then at full text based on predetermined criteria. Primary and secondary outcome measures Explore recruitment strategies used, facilitators, benefits, barriers and ethical issues of the identified recruitment strategies. Identify terminology for involvement. Explore recruitment strategies used to address issues of representation or bias. Results The final sample was from 51 sources. A large portion of the extracted empirical literature had a clinical focus (37%, n=13) but was not a randomised control trial. The most common recruitment strategies used were human networks (78%, n=40), such as word of mouth, foundation affiliation, existing networks, clinics or personal contacts. Within the reviewed literature, there was a lack of discussion pertaining to facilitators, benefits, barriers and ethical considerations of recruitment strategies was apparent. Finally, 41% (n=21) of studies employed or proposed recruitment strategies or considerations to address issues of representation or bias. Conclusion We conclude with four key recommendations that researchers can use to better understand appropriate routes to meaningfully involve patients, carers and members of the public to cocreate the evidence informing their care.</p

Indigenous youth engagement in research: a scoping review of community-based participatory action research (CBPAR) in Canada and the USA

Community-based participatory action research (CBPAR) is founded on meaningful collaboration with communities in the design and execution of research. CBPAR is gaining traction as an ethical and effective approach to research with underserved populations, including Indigenous youth. This scoping review examined 134 CBPAR studies involving Indigenous youth in Canada and the United States, to identify when, how, and to what extent Indigenous youth were engaged in research. Youth engagement was analysed on a continuum defined by the extent of decision-making throughout research. Indigenous youth participated in research decision-making in 62% of studies examined, with wide variation in extent and style of engagement. Youth wisdom and voices were often underutilized or undescribed in research decisions. However, many cases demonstrate that Indigenous youth can and do contribute meaningfully to research with and about their peers. Findings support a need for transparent reporting on how youth engagement is enacted in CBPAR

Unravelling grief: A scoping review of physicians’ and nurses’ experiences of grief during COVID-19 [Project Protocol]

Coping with grief is difficult at any time, but amid a pandemic where we have been challenged to physically seek or demonstrate support due to necessary social distancing measures and personal protective equipment, grief can feel insurmountable. Through use of the scoping review methodology, our objective will be to critically assess the relationship between health professionals’ (specifically physicians and nurses) grief, loss, and the COVID-19 pandemic