Impact of a Discrete First Peoples Health Course on Students' Experience and Development of Cultural Capabilities

Autor/inn/en	West, Roianne; Mills, Kyly; Rowland, Dale; Creedy, Debra
Titel	Impact of a Discrete First Peoples Health Course on Students' Experience and Development of Cultural Capabilities
Quelle	In: Higher Education Research and Development, 38 (2019) 5, S.1090-1104 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mills, Kyly) ORCID (Rowland, Dale)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0729-4360
DOI	10.1080/07294360.2019.1603202
Schlagwörter	Foreign Countries; Indigenous Populations; Undergraduate Study; Pacific Islanders; Student Attitudes; Teaching Methods; Small Group Instruction; Cultural Awareness; Allied Health Personnel; Allied Health Occupations Education; Minority Group Teachers; Reflection; Safety; Social History; Advocacy; Communication Skills; Australia + Suchen Sie Ihr Suchwort? Ausland; Sinti und Roma; Grundstudium; Pacific Rim; Inhabitant; People; Pazifischer Raum; Bewohner; Schülerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Cultural identity; Kulturelle Identität; Sicherheit; Sozialgeschichte; Sozialanwaltschaft; Kommunikationsstil; Australien
Abstract	As Australian universities move towards the mandatory inclusion of First Peoples content into undergraduate health professional programs, it is imperative to evaluate course impact and quality of teaching. A discrete First Peoples Health course underpinned by The Aboriginal and Torres Strait Islander Health Curriculum Framework was evaluated using the Cultural Capability Measurement Tool (CCMT). Tool items reflect the five core cultural capabilities outlined in "The Framework" (Respect, Communication, Safety and Quality, Reflection, and Advocacy). All enrolled students (n = 297) were invited to complete an online survey before and after the course. Students' experience of course quality was assessed using a university-generated online survey. Completed surveys could be matched for 87 students (29.3% response rate). Mean increase in CCMT scores from baseline to post-course was 10.85 (95% CI 8.84, 12.86). The eta squared statistic (?[superscript 2] = 0.57) indicated a large effect. Students' satisfaction with course quality was high (M = 4.1 SD = 0.96). Free text comments indicated that students valued small group teaching and reflective processes. Improved CCMT scores suggest development in students' cultural capability. Further research needs to examine the extent to which students can sustain development of their cultural capabilities in practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01