| Autor: |
Chell MA; Kaiser Permanente Bernard J. Tyson School of Medicine, Pasadena, California, USA., Smith C; University of Colorado School of Medicine, Aurora, Colorado, USA., Leader Charge DP; Office of Academic Affairs/Sanford School of Medicine, University of South Dakota, Vermillion, South Dakota, USA., Sun SW; Division of General Internal Medicine, Massachusetts General Hospital, Harvard Medical School, Boston, Massachusetts, USA., Sundberg MA; Departments of Medicine and Pediatrics, University of Minnesota - Twin Cities, Minneapolis, Minnesota, USA., Gampa V; Department of Medicine, Case Western Reserve University School of Medicine, Cleveland, Ohio, USA. |
| Abstrakt: |
American Indian/Alaska Native (AI/AN) communities continue to experience health disparities and poor health outcomes, which are influenced by social determinants of health. The theory of settler colonialism provides a framework for understanding the structures that affect social determinants of health and the resulting health disparities. Western biomedicine and medical education have been implicated in perpetuating settler colonialism, and as a result Indigenous medical educators and leaders have called for increased education and understanding of the structural and social determinants of health affecting Indigenous populations. One important method is through community-based approaches to curriculum design. In collaboration with community leaders and experts, we identified the need for a curriculum on health in the context of settler colonialism, with a focus on resilience and community-directed efforts to improve wellness and care. Alongside Indigenous leaders and educators, we developed a unique curriculum focused on settler colonialism, the social determinants of health, and the assets inherent to the Native Nation where we work. Developed for non-Native learners and clinicians, the curriculum is designed to help provide context for the historical and political etiologies of health inequities experienced by the local community. Local educators helped shape a video lecture series associated with readings and experiential learning activities in 10 domains, providing an overview of settler colonialism and how it affects the social determinants of health. Our model of education draws upon the strengths and assets of communities and can improve health outcomes as well as learners' understandings of AI/AN-specific needs. We expect that our collaborative approach results in improved relationships among the Non-Native learners and providers and community members. |
