Creating space for Indigenous healing practices in patient care plans

Background: The Truth and Reconciliation Commission of Canada’s Calls to Action ask that those who can effect change within the Canadian healthcare system recognize the value of Indigenous healing practices and support them in the treatment of Indigenous patients. Methods: We distributed a survey to the Canadian Rheumatology Association membership to assess awareness of Indigenous healing practices, and attitudes informing their acceptance in patient care plans. Results: We received responses from 77/514 members (15%), with most (73%) being unclear or unaware of what Indigenous healing practices were. Nearly all (93%) expressed interest in the concept of creating space for Indigenous healing practices in rheumatology care plans. The majority of support was for the use in preventive or symptom management strategies, and less as adjuncts to disease activity control. Themes identified through qualitative analysis of free-text responses included a desire for patient-centered care and support for reconciliation in medicine, but with a colonial construct of medicine, demonstration of an evidence bias, and hierarchy of medicines. Conclusions: Overall, respondents were open to the idea of inclusion of Indigenous healing practices in patient’s car plans, emphasizing importance for patient empowerment and patient-centered care. However, they cited concerns that provide the indication for further learning and reconciliation in medicine

Un modèle d’admission axé sur l’équité pour le recrutement des étudiants autochtones

Background: With the 2015 publication of the Truth and Reconciliation Commission of Canada’s calls to action, health professional schools are left grappling with how to increase the recruitment and success of Indigenous learners. Efforts to diversify trainee pools have long looked to quota-based approaches to recruit students from underserved communities, though such approaches pose dilemmas around meaningfully dismantling structural barriers to health professional education. Lessons shared here from developing one multi-layered admissions strategy highlight the importance of equity—rather than equality—in any recruitment for learners from medically underserved communities.   Summary: The promotion of fairness in the recruitment of future practitioners is not just a question of equalizing access to, in this case, medical school; it involves recognizing the wider social and structural mechanisms that enable privileged access to the medical profession by members of dominant society. This recognition compels a shift in focus beyond merely giving the disadvantaged increased access to an unfair system, towards building tools to address deeper questions about what is meant by the kind of excellence expected of applicants, how it is to be measured, and to what extent these recruits may contribute to improved care for the communities from which they come.  Conclusion: Equity-based approaches to student recruitment move health professional schools beyond the dilemma of recruiting students from marginalized backgrounds who happen to be most similar to the dominant student population. Achieving this requires a complex view of the target population, recognizing that disadvantage is experienced in many diverse ways, that barriers are encountered along a spectrum of access, and that equity may only emerge when a critically, socially conscious approach is embedded throughout institutional practices.Background: Depuis la publication en 2015 d’un appel à l’action de la Commission de vérité et réconciliation du Canada, les établissements de formation en sciences de la santé sont à la recherche de moyens d’accroître le recrutement et la réussite des apprenants autochtones. Les efforts visant à diversifier le bassin d’apprenant sont longtemps été axés sur la mise en place de quotas pour les étudiants issus de communautés mal desservies, mais de telles approches entraînent des choix difficiles quant au démantèlement approprié des obstacles structurels à la formation professionnelle dans le domaine de la santé. Les leçons tirées de l’élaboration d’une stratégie d’admission à plusieurs niveaux montrent l’importance de l’équité – plutôt que de l’égalité – dans tout recrutement d’apprenants issus de communautés défavorisées. Corps du texte : La promotion de l’équité dans le recrutement des futurs praticiens va bien au-delà de la garantie d’un accès égal, dans ce cas, à l’école de médecine; elle passe par la reconnaissance des mécanismes sociaux et structurels plus larges qui donnent aux membres des couches dominantes de la société un accès privilégié à la profession médicale. Cette reconnaissance exige de ne plus se contenter de donner aux personnes défavorisées un meilleur accès à un système injuste, mais à mettre en place des outils permettant de s’attaquer aux problématiques sous-jacentes liées au type d’excellence attendu des candidats, à la manière dont elle doit être mesurée et à la contribution que ces recrues peuvent apporter à l’amélioration des soins pour les communautés dont elles sont issues. Conclusion : Les approches fondées sur l’équité permettent aux écoles professionnelles de santé de dépasser le dilemme du recrutement d’étudiants issus de milieux marginalisés qui se trouvent être les plus semblables à la population étudiante dominante. Pour y parvenir, il faut adopter une vision complexe de la population cible et reconnaître que les désavantages sont vécus de nombreuses manières différentes, qu’il y a tout un éventail d’obstacles à l’accès, et, enfin, que l’équité ne sera pas établie tant qu’on n’aura pas intégré une approche critique et socialement consciente à l’ensemble des pratiques institutionnelles

Participant-reported effect of an Indigenous health continuing professional development initiative for specialists

Background: Health outcomes of Indigenous patients are impacted by culturally unsafe specialty care environments. The ‘Educating for Equity (E4E)’ program is a continuing professional development (CPD) intervention which incorporates skill-based teaching to improve Indigenous patient experiences and outcomes in healthcare interactions. Methods: The E4E program was delivered to rheumatologists in two phases, each delivered as experiential learning workshops where participants engaged with and applied course content within an interactive format focusing on real-time feedback. The phase 1 workshop focused on skill development of E4E Framework concepts and principles. Phase 2 concentrated on building capacity for teaching of E4E content. Evaluation of the program’s effectiveness was through longitudinal responses to the Social Cultural Confidence in Care Survey (SCCCS), self-reported strategies employed to address social issues and improve therapeutic relationships, engagement with teaching others, and satisfaction with the program. Results: Two cohorts of participants have participated in the program (n = 24 Phase 1, n = 10 Phase 2). For participants completing both phases of training, statistically significant improvements were observed in exploring social factors with patients, gaining knowledge and skills related to cultural aspects of care, improved communication and relationship building, and reflections on held stereotypes. Strategies to address social issues and build therapeutic relationships remained consistent throughout participation, while the training enhanced exploration and confidence to ask about cultural and traditional practices, and stronger communication strategies for exploring beliefs, expectations, social barriers, and residential school impacts on health. Participants reported feeling prepared to teach Indigenous health concepts to others and subsequently lead teaching with residents, fellows, and allied health professionals. Satisfaction with the delivery and content of the workshops was high, and participants valued interactions with peers in learning. Conclusions: This CPD intervention had a beneficial impact on self-reported confidence and enhanced practice strategies to engage with Indigenous patients

Educating for Indigenous health equity: An international consensus statement

The determinants of health inequities between Indigenous and non-Indigenous populations include factors amenable to medical education’s influence, for example, the competence of the medical workforce to provide effective and equitable care to Indigenous populations. Medical education institutions have an important role to play in eliminating these inequities. However, there is evidence that medical education is not adequately fulfilling this role, and in fact may be complicit in perpetuating inequities. This article seeks to examine the factors underpinning medical education’s role in Indigenous health inequity, in order to inform interventions to address these factors. The authors developed a consensus statement that synthesizes evidence from research, evaluation, and the collective experience of an international research collaboration including experts in Indigenous medical education. The statement describes foundational processes that limit Indigenous health development in medical education and articulates key principles that can be applied at multiple levels to advance Indigenous health equity. The authors recognize colonization, racism, and privilege as fundamental determinants of Indigenous health that are also deeply embedded in Western medical education. In order to contribute effectively to Indigenous health development, medical education institutions must engage in decolonization processes and address racism and privilege at curricular and institutional levels. Indigenous health curricula must be formalized and comprehensive, and must be consistently reinforced in all educational environments. Institutions’ responsibilities extend to advocacy for health system and broader societal reform to reduce and eliminate health inequities. These activities must be adequately resourced and underpinned by investment in infrastructure and Indigenous leadership

Inflammatory Arthritis Prevalence and Health Services Use in the First Nations and non-First Nations Populations of Alberta, Canada

Objective: To estimate prevalence of rheumatoid arthritis (RA), ankylosing spondylitis (AS), psoriatic disease (PsD), and crystal-related arthritis and health care use for inflammatory arthritis in First Nations and non–First Nations patients in Alberta, Canada. Methods: Population-based cohorts of adults with RA, AS, PsD, and crystal-related arthritis were defined, with First Nations determination by premium payer status, to estimate prevalence rates. Rates of outpatient primary care, specialist visits, and hospitalizations (all-cause, inflammatory-arthritis specific) were estimated. Results: RA affected 3 times as many First Nations residents compared to non–First Nations residents (standardized rate ratio [SRR] 3.2, 95% confidence interval [95% CI] 2.9–3.4). AS and PsD were more prevalent in First Nations (AS 0.6 per 100 residents; SRR 2.7, 95% CI 2.3–3.2 and PsD 0.3 per 100 residents; SRR 1.5, 95% CI 1.3–1.9), whereas crystal-related arthritis was less prevalent (SRR 0.7, 95% CI 0.6–0.7). First Nations patients were more likely to have primary care visits (SRR 1.7, 95% CI 1.6–1.8) and less likely to have specialist visits (SRR 0.6, 95% CI 0.6–0.7) for RA relative to non–First Nations individuals. In PsD and crystal-related arthritis, First Nations people had higher rates of cause-specific hospitalizations. Conclusion: The estimated prevalence of RA, AS, and PsD was higher in the First Nations population, while crystal-related arthritis was less prevalent compared to the non–First Nations population. First Nations people were more likely to see primary care physicians and were less likely to see specialists for inflammatory arthritis care

Spread of Makoyoh’sokoi (Wolf Trail): a community led, physical activity-based, holistic wellness program for Indigenous women in Canada

Abstract Globally, Indigenous populations have been impacted by colonization. Populations who have endured colonization are at higher risk of developing chronic diseases. Canada’s Truth and Reconciliation Commission emphasizes reducing barriers to participation in physical activity and recommends the creation of culturally relevant and supportive policies and programing. Physical activity is a cornerstone in health promotion and public health to combat chronic diseases; however, in Canada, Indigenous developed physical activity programing is sparse, and those targeting women are non-existent in some regions. Makoyoh'sokoi (The Wolf Trail Program) is an 18-week long, holistic wellness program that was created by and for Indigenous women. Makoyoh'sokoi was developed by communities following extensive consultation and cultural oversight. Makoyoh'sokoi’s core program consists of 12 weeks of weekly physical activity programing and health education, followed by another 6 weeks of weekly health education. Notably, communities have control over the program to modify based on individual needs and challenges. Programs commence and conclude with a ceremony with Elders giving a blessing and opening each other to connection. The goals of Makoyoh'sokoi are to empower women, improve health outcomes, and to implement a sustainable program by training a network of community members in their respective communities to facilitate delivery

Mini-med school for Aboriginal youth: experiential science outreach to tackle systemic barriers

Introduction: Addressing systemic barriers experienced by low-income and minority students to accessing medical school, the University of Calgary's Cumming School of Medicine has spearheaded a year-round, mini-med school outreach initiative for Aboriginal students. Method: Junior and senior high school youth generally attend the half-day program in classes or camps of 15–25, breaking into small groups for multisession activities. Undergraduate medical education students mentor the youth in stations offering experiential lessons in physical examination, reading x-rays, and anatomy. All resources from the medical school are offered in-kind, including a pizza lunch at midday, whereas community partners organize transportation for the attendees. Results: Opening the medical school and its resources to the community offers great benefits to resource-constrained schools often limited in terms of science education resources. The model is also an effort to address challenges among the medical professions around attracting and retaining students from underserved populations. Conclusion: The prospect of increasing admission rates and successful completion of medical education among students from marginalized communities poses a real, though difficult-to-measure, possibility of increasing the workforce most likely to return to and work in such challenging contexts. A mini-medical school for Aboriginal youth highlights mutual, long-term benefit for diverse partners, encouraging medical educators and community-based science educators to explore the possibilities for deepening partnerships in their own regions

Moving the Agenda Forward Together: Innovating Indigenous Primary Care in Alberta, Strategic Event Report 2016

Practitioners, policy-makers, and planners in Alberta note that quality primary care for Indigenous people is undermined by significant structural gaps and deficiencies. In spite of some recent innovations, Alberta seems to lag behind similar jurisdictions, such as Ontario and British Columbia, in mobilizing structures to improve primary care delivery that is culturally safe, acceptable and equitable for Indigenous people. In January 2016, the University of Calgary’s Department of Family Medicine in the Cumming School of Medicine convened Indigenous community members and leaders, as well as provincial health system leaders, primary care practitioners and researchers near Calgary, Alberta to share and explore these barriers. The aim was to optimize the potential for creative change stirred in the province following provincial and federal elections in 2015 that shifted policy landscapes. This report highlights innovations shared from other jurisdictions in Canada, and the opportunities that these innovations present to the Alberta context. The event convened 65 Alberta-based stakeholders, with guest presenters from across Canada, from the: Vancouver Native Health Society (VNHS); Tui’kn Partnership in Cape Breton, Nova Scotia; and Cree Board of Health and Social Services of James Bay (CBHSSJB), Quebec. In small groups, presenters provided overviews of innovations in primary care developed by their organizations, including big picture strategies, and barriers/facilitators to innovation. Small group participants then reflected and explored how such innovations might make sense or be translated into Alberta’s diverse Indigenous contexts. Guest speakers and facilitators from Alberta Health Services (AHS), Health Canada, the Public Health Agency of Canada (PHAC), Siksika Health Services, and the Indigenous Physicians Association of Canada (IPAC) helped to integrate knowledge and experiences shared. The models presented were broadly grouped into urban, reserve, and system-level innovations. A physician lead and Elder from the VNHS presented their agency’s VIP Elder program that offers spiritual and emotional support to interested clientele; the health director from Eskasoni First Nation’s health centre shared the story of forging the Tui’kn Partnership with neighbouring communities for ownership and control of health data for improved care; and a lead physician gave an overview of the CBHSSJB’s life-cycle approach structuring all aspects of care.Ye

An Innovative Sequential Focus Group Method for Investigating Diabetes Care Experiences With Indigenous Peoples in Canada

This article describes the innovative use of sequential focus groups (SFGs) with Indigenous adults living with type 2 diabetes. This use of SFGs has not been previously described in the literature. In our project, SFGs were used to explore Indigenous people’s experiences in managing their diabetes. Our research objective has been to elucidate deep understandings of these experiences in order to inform the development of continuing medical education curriculum with the aim of improving approaches to diabetes care for Indigenous people. Working in partnerships with Indigenous health organizations, we recruited four groups comprising participants from diverse Indigenous communities (two urban, two rural) in three provinces of Canada. We conducted a series of five focus groups (SFGs) with the same participants (6–8 participants) at each site for a total of 20 focus groups and 29 participants. Indigenous people living with type 2 diabetes were asked open-ended questions concerning their experiences with diabetes and diabetes care in primary health-care settings. Our findings concerning the use of SFGs for Indigenous health research draw on team member and participants’ reflections captured in facilitator field notes, memos from debriefing sessions, and focus group transcripts. The SFG approach enabled in-depth exploration of the complex, and at times sensitive, issues related to Indigenous people’s views on diabetes and their experiences of diabetes care. The repeated sessions facilitated comfort and camaraderie among participants, which led to insightful sessions filled with personal and emotional stories of living with diabetes, the impacts of colonization, and health-care experiences. Overall, the method fostered a deeper level of engagement, exploration, and reflection than a single-session focus group typically would. We suggest this adaptation of the traditional single-session focus groups would be applicable to a wide variety of research concerning sensitive health topics with vulnerable populations