3 research outputs found
Six conseils pour l’intégration du croisement des savoirs traditionnels autochtones et de la biomédecine dans l’enseignement aux étudiants en médecine dans le cadre d'un programme culturellement sécuritaire sur la santé des Autochtones
As Indigenous knowledges and biomedicine come together in healthcare today, to improve health outcomes and strengthen cultural identity among Indigenous Peoples, it is vital for physicians to learn about this convergence during their training. This narrative review article aims to provide practical advice for educators when implementing teaching regarding this topic, using examples from the research literature, and pedagogical and practice-based methods used at the University of Toronto (UofT). The methodology on obtaining the research literature included a search of a computer database called Medline. Moreover, the medical school curriculum information specific to UofT, was obtained through the formal curriculum map and UofT’s Office of Indigenous Medical Education. The following six recommendations provide a way to successfully implement the teachings on Indigenous knowledges and biomedicine, within a culturally-safe Indigenous health curriculum.Alors que les savoirs autochtones et la biomédecine se rejoignent dans les soins de santé aujourd’hui, il est essentiel d’intégrer cette rencontre dans la formation des médecins afin d’améliorer les issues de santé et de renforcer l'identité culturelle des peuples autochtones. À l’aide d’exemples tirés de la littérature et des méthodes pédagogiques et pratiques employées à l'Université de Toronto, la présente revue narrative vise à offrir aux éducateurs des conseils pratiques sur l’intégration de ce sujet dans leur programme. La méthodologie utilisée pour la recherche de littérature scientifique comprenait une consultation de la base de données informatique Medline. Quant aux informations sur le programme d'études de la Faculté de médecine de l’Université de Toronto, elles ont été obtenues par le biais du schéma tutoriel officiel et du Bureau de la formation médicale autochtone de l’université. Nous présentons six recommandations pour un enseignement réussi du croisement des savoirs autochtones et de la biomédecine dans le cadre d'un programme culturellement sécuritaire sur la santé des Autochtones.
 
Six ways to get a grip on teaching medical trainees on the convergence of Indigenous knowledges and biomedicine, within a culturally-safe Indigenous health curriculum
As Indigenous knowledges and biomedicine come together in healthcare today, to improve health outcomes and strengthen cultural identity among Indigenous Peoples, it is vital for physicians to learn about this convergence during their training. This narrative review article aims to provide practical advice for educators when implementing teaching regarding this topic, using examples from the research literature, and pedagogical and practice-based methods used at the University of Toronto (UofT). The methodology on obtaining the research literature included a search of a computer database called Medline. Moreover, the medical school curriculum information specific to UofT, was obtained through the formal curriculum map and UofT’s Office of Indigenous Medical Education. The following six recommendations provide a way to successfully implement the teachings on Indigenous knowledges and biomedicine, within a culturally-safe Indigenous health curriculum.Alors que les savoirs autochtones et la biomédecine se rejoignent dans les soins de santé aujourd’hui, il est essentiel d’intégrer cette rencontre dans la formation des médecins afin d’améliorer les issues de santé et de renforcer l'identité culturelle des peuples autochtones. À l’aide d’exemples tirés de la littérature et des méthodes pédagogiques et pratiques employées à l'Université de Toronto, la présente revue narrative vise à offrir aux éducateurs des conseils pratiques sur l’intégration de ce sujet dans leur programme. La méthodologie utilisée pour la recherche de littérature scientifique comprenait une consultation de la base de données informatique Medline. Quant aux informations sur le programme d'études de la Faculté de médecine de l’Université de Toronto, elles ont été obtenues par le biais du schéma tutoriel officiel et du Bureau de la formation médicale autochtone de l’université. Nous présentons six recommandations pour un enseignement réussi du croisement des savoirs autochtones et de la biomédecine dans le cadre d'un programme culturellement sécuritaire sur la santé des Autochtones
How Long Does it Take to Initiate a Child on Long-Term Invasive Ventilation? Results From A Canadian Pediatric Home Ventilation Program
OBJECTIVE: To assess the length of stay required to initiate long-term invasive ventilation at the authors’ institution, which would inform future interventional strategies to streamline the in-hospital stay for these families.METHODS: A retrospective chart review of children initiated on invasive long-term ventilation via tracheostomy at the authors’ acute care centre between January 2005 and December 2013 was performed.RESULTS: Thirty-five children were initiated on long-term invasive ventilation via tracheostomy at the acute care hospital; 19 (54%) were male. The median age at time of admission was 0.52 years (interquartile range [IQR] 0.06 to 9.58 years). Musculoskeletal disease (n=11 [31%]) was the most common reason for tracheostomy insertion. Two children died during the hospital admission. Fifteen children were discharged home directly from the acute care hospital and 18 were moved to the rehabilitation hospital. Six are current inpatients of the rehabilitation centre and were never discharged home. Combining the length of stay at the acute care and rehabilitation hospitals for the entire cohort, the median length of stay was 162.0 days (IQR 98.0 to 275.0 days) and 97.0 days (IQR 69.0 to 210.0 days), respectively, from the time of tracheostomy insertion.CONCLUSIONS: The median length of stay from the initiation of invasive long-term ventilation to discharge home from the rehabilitation hospital was somewhat long compared with other ventilation programs worldwide. Additionally, approximately 20% of the cohort never transitioned home. There is a timely need to benchmark across the country and internationally, to identify and implement strategies for cohesive, coordinated care for these children to decrease overall length of stay.Peer Reviewe