This document outlines plans to revise the undergraduate medical curriculum at Memorial University to better address Indigenous health issues. It discusses the formation of an Indigenous Health Curriculum Subcommittee to oversee this process. The subcommittee will analyze the current curriculum using a checklist of competencies and indicators related to caring for Indigenous patients. This will help ensure topics like the impacts of colonization and residential schools are adequately covered. The subcommittee aims to provide expertise and resources to distribute core competency coverage equitably across the revised curriculum. Its goal is to heighten cultural sensitivity of both Indigenous and non-Indigenous students on Indigenous health issues.

1. B5-HHR-O—System Level Changes at the Post Secondary Education Level
ASSESSING THE CORE COMPETENCIES OF
FIRST NATIONS, INUIT AND MÉTIS HEALTH IN
THE UNDERGRADUATE CURRICULUM
Dr. Catherine Donovan, Dr. Carolyn Sturge-Sparkes,
Dr. Michael Jong

2. WHERE WE COME FROM …. Labrador

3. OUR INDIGENOUS PEOPLES
Inuit

4. INNU

5. LABRADOR METI

6. FEDERATION OF NEWFOUNDLAND INDIANS

7. MI'KMAQ @ CONNE RIVER

8. OUR LAND

11. OUR MEDICAL SCHOOL – ST. JOHN’S

12. LABRADOR HEALTH CENTER – GOOSE BAY

13. NATUASHISH HEALTH CENTER

14. REVISION OF THE UNDERGRADUATE MEDICAL
CURRICULUM
 transformative change that will heighten cultural
sensitivity of both Aboriginal and non-Aboriginal
students on issues of Aboriginal health and health
care services

15. INDIGENOUS HEALTH CURRICULUM
SUBCOMMITTEE
 One of the 3 subcommittees reporting to the
Advisory Committee to make Memorial University a
better place for Indigenous students
 Project coordinator – Dr. Carolyn Sturge-Sparkes
 Members
 Undergraduate dean
 Member from MELT - curriculum renewal team
 Indigenous student rep
 Indigenous liaison rep
 Clinical skills rep
 Aboriginal liaison in the Department of Health
 Chair

16. CURRICULUM COURSE CONTENT AND
DELIVERY ANALYSIS CHECKLIST

18. CAN MEDS - MEDICAL EXPERT
 Key Competency: The graduating student will
demonstrate compassionate, culturally safe,
relationship-centered care for First Nations,
Inuit, Métis (FN/I/M) patients, their families and
communities

21. IPAC-AFMC CANMEDS COMPETENCIES
 Medical Expert
 Communicator
 Collaborator
 Manager
 Health Advocate
 Scholar
 Professional

22. THE INSTRUMENT IS DESIGNED AS A SELF-
ASSESSMENT TOOL FOR THE COURSE
INSTRUCTOR TO DETERMINE WHAT
CULTURAL COMPETENCIES ARE
CURRENTLY BEING ADDRESSED IN HIS/HER
CLASSROOM.

23. CURRICULUM COURSE CONTENT AND
DELIVERY INDICATORS PROFILE

25. COMPETENCY – ROLE OF MEDICAL EXPERT
 The graduating student will demonstrate
compassionate, culturally safe, relationship-
centered care for First Nations, Inuit, Métis
(FN/I/M) patients, their families and communities

26. EVALUATION QUESTION
 1.1. Do my students demonstrate an understanding
of the connection between historical and current
government practices towards the First Nations,
Inuit and Métis peoples (including but not limited to
colonization, residential schools, treaties and land
claims) and the impact of these practices on
intergenerational health outcomes?

27. INDICATORS
 1. % of students demonstrate an understanding of
the connection between historical and current
government practices towards the FN/I/M peoples
in the province (including but not limited to
colonization, residential schools, treaties and land
claims), and the impact of these practices on
intergenerational health outcomes

28. SUGGESTED EVALUATION METHODOLOGIES
 1. Examination (oral or written)
 2. Project paper
 3. Class presentation
 4. Case discussion

29. PURPOSE OF THE INDICATORS PROFILE
 Profile is to be used under the aegis of a curriculum
assessment team or committee with a mandate to
periodically evaluate the status of the renewed
undergraduate curriculum.
 The role of such a team would be to distribute the
various assessment tools such as the core
competency checklist, and subsequently collect and
analyze the responses.
 Not intended to be used by faculty members.

30. FACULTY ALLOCATION OF CORE
COMPETENCY COVERAGE

32. PURPOSE
 Guide to ensure that all the key competencies and
their enabling objectives are addressed throughout
the undergraduate medical education program.
 Ensure that the integration of these core
competencies into the overall curriculum is
distributed equitably throughout the faculty thereby
reducing possible duplication and omission.
 Compiled by Chairs of Disciplines for the
Undergraduate Dean

33. SO WHAT ABOUT THE INDIGENOUS
CURRICULUM SUBCOMMITTEE
A resource, an expert advisory
group for Undergraduate Medicine

34. TO SUCCEED AS A TEAM IS TO HOLD ALL OF
THE MEMBERS ACCOUNTABLE FOR THEIR
EXPERTISE.
One can never become such a
great expert that one does need
continue to gain expertise

35. Thank you