Transcript Towards a core Māori health curriculum

Te Ara: A pathway to
excellence in indigenous
health teaching and learning
Dr Rhys Jones
Te Kupenga Hauora Māori
University of Auckland, New Zealand
LIME Connection III, Melbourne, 3 Dec 2009
Background
• The Faculty of Medical and Health Sciences
(FMHS) at the University of Auckland has
recently adopted Te Ara, a common graduate
profile in Māori health for Medicine, Nursing,
Pharmacy and Health Sciences
Why a Māori health graduate
profile?
Why a Māori health graduate
profile?
• All FMHS programmes have
learning components related to
Hauora Māori (Māori health)
• To date the development of
these components has been
somewhat opportunistic
• The vision for graduate
outcomes in Hauora Māori has
never been fully articulated
Previous model
• Back seat driver
– Irritating, but ultimately have very little influence
over where we’re going
New model
• Graduate Profile Strategy (GPS)
– We have set the destination
– Can provide guidance on how to get there
What are the expected benefits?
• Enable the FMHS to articulate a shared vision
for Hauora Māori
• Promote alignment and consistency of Māori
health teaching, learning and assessment
• Identify and address gaps in the curricula
• Allow sharing of ‘best practice’ across
undergraduate programmes
Developing Te Ara
• Principles
–
–
–
–
Collaborative approach
Evidence-based
Acknowledges and builds on existing work
Flexible, to allow for specific needs of programmes
• Methods
–
–
–
–
Audit of current teaching
Literature review and expert advice
Senior academic panel review
Consultation with undergraduate programme leaders
Graduate learning outcomes
Graduate learning outcomes
• In respect to Hauora Māori, graduates of the
FMHS will be able to:
– Engage appropriately in interactions with Māori
individuals, whānau and communities
– Explain the historic, demographic, socioeconomic,
and policy influences on health status
– Explain how ethnic inequalities in health are created
and maintained and how they may be reduced and
eliminated
– Identify approaches to reducing and eliminating
inequalities including actively challenging racism
Graduate learning outcomes, cont.
• In respect to Hauora Māori, graduates of the
FMHS will be able to:
– Explain the influence of one’s own culture and that of
the health system on patient and population health
outcomes
– Engage in a continuous process of reflection on one’s
practice and actively participate in self-audit in
respect of the Treaty of Waitangi
– Identify and address professional development needs
as a basis for life-long learning about Māori health
Organising the Hauora Māori
Curriculum
Hauora Māori fields
•
•
•
•
Mana Taketake - Indigenous Issues
Te Iwi Māori - Population
Tikanga Whakaruruhau - Quality and Safety
Tikanga Kawa - Practice
Source: NZ History Online. ‘All
in a day's work - living in the
20th century’.
Mana Taketake – Indigenous
Issues
• Indigenous Rights
• Treaty of Waitangi
• Introduction to Te Ao Māori (the Māori world)
Te Iwi Māori - Population
•
•
•
•
Ethnicity and ancestry
Demography
Māori health status
The determinants of
inequality
Source: Robson B, Harris R. (eds). 2007.
Hauora: Māori Standards of Health IV. A
study of the years 2000-2005. Wellington: Te
Rōpū Rangahau Hauora a Eru Pōmare.
Available at www.hauora.maori.nz/hauora/
Tikanga Whakaruruhau –
Quality and Safety
• Cultural competence
• Racism
• Interprofessional practice
and learning
• Self-reflection
The Impacts of Racism on Health
itutionalized
Inst
SES
s
es
Str
Health
outcomes
l
tia
ren ent
ffe
Di eatm
tr
H
be ealth
hav
ior
s
Access to
health care
Source: Jones CP. Invited commentary:
“race,” racism, and the practice of
epidemiology. American Journal of
Epidemiology. 2001; 154(4): 299-304.
Tikanga Kawa - Practice
•
•
•
•
Communication
Self-audit
Research
Lifelong learning
Source: Curtis E. The colour of your
heart: an analysis of ethnic
disparities in invasive cardiovascular
procedure use between Māori and
non-Māori in New Zealand
[unpublished Masters dissertation].
Wellington, N.Z.: Wellington School
of Medicine, 2002.
Implementation of Te Ara
Process for implementation
• Support programmes to map curricula against
Te Ara
– Identify areas that require
development
• Identify the professional
development and resource
needs of each programme
• Develop curricula to
ensure teaching, learning
and assessment are aligned with Te Ara
Examples of current/future work
•
•
•
•
Year 1 Population Health course
Māori Health Week (Interprofessional Year 2)
Year 4 Māori health teaching
Development of teaching & learning resources
– Including online resource for staff
• Research into assessment of Māori health in
clinical settings
• International collaborative research?
Challenges ahead
Challenge 1: Integration
• The major approach to Māori health teaching
has been in dedicated blocks or courses
• But learning is more powerful if it happens in
context
• The challenge is to get Hauora
Māori teaching and learning
closer to where the rubber
hits the road
Challenge 2: Capacity
• Many teachers currently feel unprepared to
teach and assess Māori health
• How do we build capacity throughout the
Faculty for Māori health teaching, learning and
assessment?
Challenge 3: Logistics
• Curricula are already jam-packed
• How can we ensure that Māori health learning
outcomes can be met:
– without unduly adding to students’ teaching and
assessment load?
– without ghettoising or demonising Māori health?
Acknowledgments
• Papaarangi Reid & Barbara O’Connor
• Programme leaders from Medicine, Nursing,
Pharmacy and Health Sciences
• Mark Barrow, Associate Dean (Education)
• Iain Martin, Dean