Is current education for health disciplines part of the failure to improve remote Aboriginal health?

F McConnel, S Demos, Dean Carson

    Research output: Contribution to journalArticleResearchpeer-review

    Abstract

    The problem: Current education does not prepare health professionals for the very different context of remote Aboriginal health. This has negative effects on health services and causes an educationally generated recruitment-retention trap. A proposed solution: A new style of health service in remote Aboriginal communities is suggested, based on primary healthcare teams, in a biopsychosocial model which includes traditional healers. The proposed workforce will be predominantly Aboriginal and in a much wider range of positions and levels. They will work within and outside clinics and will assert their cultural and community knowledge as 'cultural brokers'. They will provide continuity of knowledge and practice for successive non-Indigenous health professionals. They will work with doctors in case conference mode to circumvent communication barriers and develop effective management strategies. Implications: Specific educational development is needed for preparation of Aboriginal health workers with leadership and health literacy skills to work effectively in teams of equals, and reciprocal preparation of non-Indigenous health professionals for working in and toward new relationships. New courses, curricula and delivery are needed for new and expanded Aboriginal roles, from community-based workers to graduate level in all disciplines of health and social sciences. Interdisciplinary teaching in context, in teams, in the remote community workplace, from a local (remote) education provider or hub, is the only feasible method of establishing and sustaining this paradigm.
    Original languageEnglish
    Pages (from-to)75-83
    Number of pages9
    JournalFocus on Health Professional Education
    Volume13
    Issue number1
    Publication statusPublished - 2011

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    Health Education
    Health
    Health Services
    Communication Barriers
    Health Literacy
    Education
    Patient Care Team
    Social Sciences
    Workplace
    Curriculum
    Primary Health Care
    Teaching

    Cite this

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    title = "Is current education for health disciplines part of the failure to improve remote Aboriginal health?",
    abstract = "The problem: Current education does not prepare health professionals for the very different context of remote Aboriginal health. This has negative effects on health services and causes an educationally generated recruitment-retention trap. A proposed solution: A new style of health service in remote Aboriginal communities is suggested, based on primary healthcare teams, in a biopsychosocial model which includes traditional healers. The proposed workforce will be predominantly Aboriginal and in a much wider range of positions and levels. They will work within and outside clinics and will assert their cultural and community knowledge as 'cultural brokers'. They will provide continuity of knowledge and practice for successive non-Indigenous health professionals. They will work with doctors in case conference mode to circumvent communication barriers and develop effective management strategies. Implications: Specific educational development is needed for preparation of Aboriginal health workers with leadership and health literacy skills to work effectively in teams of equals, and reciprocal preparation of non-Indigenous health professionals for working in and toward new relationships. New courses, curricula and delivery are needed for new and expanded Aboriginal roles, from community-based workers to graduate level in all disciplines of health and social sciences. Interdisciplinary teaching in context, in teams, in the remote community workplace, from a local (remote) education provider or hub, is the only feasible method of establishing and sustaining this paradigm.",
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    language = "English",
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    pages = "75--83",
    journal = "Focus on Health Professional Education",
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    Is current education for health disciplines part of the failure to improve remote Aboriginal health? / McConnel, F; Demos, S; Carson, Dean.

    In: Focus on Health Professional Education, Vol. 13, No. 1, 2011, p. 75-83.

    Research output: Contribution to journalArticleResearchpeer-review

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    AB - The problem: Current education does not prepare health professionals for the very different context of remote Aboriginal health. This has negative effects on health services and causes an educationally generated recruitment-retention trap. A proposed solution: A new style of health service in remote Aboriginal communities is suggested, based on primary healthcare teams, in a biopsychosocial model which includes traditional healers. The proposed workforce will be predominantly Aboriginal and in a much wider range of positions and levels. They will work within and outside clinics and will assert their cultural and community knowledge as 'cultural brokers'. They will provide continuity of knowledge and practice for successive non-Indigenous health professionals. They will work with doctors in case conference mode to circumvent communication barriers and develop effective management strategies. Implications: Specific educational development is needed for preparation of Aboriginal health workers with leadership and health literacy skills to work effectively in teams of equals, and reciprocal preparation of non-Indigenous health professionals for working in and toward new relationships. New courses, curricula and delivery are needed for new and expanded Aboriginal roles, from community-based workers to graduate level in all disciplines of health and social sciences. Interdisciplinary teaching in context, in teams, in the remote community workplace, from a local (remote) education provider or hub, is the only feasible method of establishing and sustaining this paradigm.

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