Understanding the perspective of community co-educators on community-based service learning: a qualitative analysis

Background: Community-based service learning (CBSL) is a core component of the Canadian medical education system. However, the unique role of community partner organizations (CPOs) in supporting CBSL remains unclear. This qualitative study evaluates the perspective of CPOs as co-educators in the undergraduate medical curriculum. Methods: We conducted eight semi-structured, one-on-one interviews with CPOs at a medical school in Toronto, Ontario between 2020-2021. Interviews were conducted following a pre-determined interview guide and then recorded, de-identified, and transcribed. Three reviewers independently performed an inductive thematic analysis of codes followed by a group review of discrepancies. Results: Five main findings were identified: 1) CPOs share a common interest in serving as co-educators; 2) considerable heterogeneity in the understanding of co-education exists; 3) there is an opportunity for increased partnerships between CPOs and faculty; 4) the role of co-educators is limited by curriculum structure; and 5) co-educators facilitate unique teachings of social determinants of health otherwise not available through traditional didactic teaching. Conclusions: There is an emerging, unique role for community co-educators in the undergraduate medical curriculum, supported by interest from CPOs. Its emphasis may contribute to future cohorts of medical students capable of understanding and addressing the needs of the populations they serve

Understanding the perspective of community co-educators on community-based service learning: a qualitative analysis

Background: Community-based service learning (CBSL) is a core component of the Canadian medical education system. However, the unique role of community partner organizations (CPOs) in supporting CBSL remains unclear. This qualitative study evaluates the perspective of CPOs as co-educators in the undergraduate medical curriculum. Methods: We conducted eight semi-structured, one-on-one interviews with CPOs at a medical school in Toronto, Ontario between 2020-2021. Interviews were conducted following a pre-determined interview guide and then recorded, de-identified, and transcribed. Three reviewers independently performed an inductive thematic analysis of codes followed by a group review of discrepancies. Results: Five main findings were identified: 1) CPOs share a common interest in serving as co-educators; 2) considerable heterogeneity in the understanding of co-education exists; 3) there is an opportunity for increased partnerships between CPOs and faculty; 4) the role of co-educators is limited by curriculum structure; and 5) co-educators facilitate unique teachings of social determinants of health otherwise not available through traditional didactic teaching. Conclusions: There is an emerging, unique role for community co-educators in the undergraduate medical curriculum, supported by interest from CPOs. Its emphasis may contribute to future cohorts of medical students capable of understanding and addressing the needs of the populations they serve

The Canadian Community’s Knowledge on the History and Matters of Indigenous Peoples of Canada

Objective: To gather informal evidence on the Canadian community’s knowledge of the history and matters of Indigenous Peoples of Canada and identify gaps in education and awareness. Methods: A cross-sectional study was performed through a structured and anonymous questionnaire that was completed on a voluntary basis. Knowledge gained from partnering with Indigenous members of the community and participating in a blanket exercise was used to produce questions surrounding current and historical matters of Indigenous peoples of Canada. The blanket exercise is an Indigenous-led educational program that tells the story of Canadian history from an Indigenous lens. The inclusion criteria for the study was individuals enrolled in a primary and/or secondary Canadian educational institution and non-Indigenous self-identification. The survey sample most closely represents individuals between 18 to 24 years old in the population. Results: The target demographic scored an average of 54.4% on knowledge-based survey questions. Most individuals answered questions more accurately on topics relating to historical facts, such as the content of the Indian Act, than they did on topics relating to current Indigenous issues, like percent of land mass occupied by Indigenous peoples. Despite indicating primary and secondary schooling as the main source of education on Indigenous history, 86% of participants found their education “limited” and “inadequate”. Results of the survey do not definitively represent the Canadian population, as this was an informal study completed on a voluntary basis. Conclusion: Survey results highlighted gaps in the Canadian population’s knowledge on challenges faced by Indigenous members of Canada. Many respondents recognized an inadequate primary and/or secondary education on Indigenous issues, suggesting a need for educational reform. Increasing awareness on Indigenous matters can potentially reduce discrimination and systemic racism, which can improve social determinants of health. This data can serve as an informal basis of knowledge until further research is conducted

Facilitators and Barriers to Healthy Midlife Transition among South Asian Immigrant Women in Canada: A Qualitative Exploration

Background: South Asian immigrant women make up the largest visible minority in Canada, where visible minorities include persons, other than Aboriginal peoples, who are non-Caucasian in race or non-white in colour, and approximately half of these women are above the age of 35. Few studies have investigated the factors that impact the midlife transition for these women. This study aims to identify the facilitators and barriers experienced by South Asian immigrant women during the midlife transition. Methods: Two focus groups and ten one-on-one interviews about the midlife transition were held with South Asian first-generation immigrant women in the Greater Toronto Area, Ontario, Canada; discussions were analyzed thematically. Findings: Personal facilitators to the midlife transition included being employed and possessing adequate life skills. Personal barriers consisted of financial strain, overwhelming demands, and limited life skills. Familial facilitators were stable financial status and support. Familial barriers included limited understanding and support and high expectations. Community facilitators included a close social circle and adequate healthcare. Community barriers were limited social support and cultural expectations. Fair and respectful societies were a facilitator, whereas inadequate policy support and acculturative stress were societal barriers. An environmental barrier was the colder Canadian climate. Discussion: Employment and education programs for South Asian immigrant women need to be prioritized to help them integrate into society. Family-centred assessment and education can improve familial support. Communities need to foster peer support groups and culturally sensitive healthcare. Social and employment policies should accommodate the midlife transition. Conclusions: South Asian immigrant women experience unique facilitators and barriers to their midlife transition that should be considered by healthcare providers, policymakers and society to support them