Our learning journey: Creating continuing education courses for pharmacy team members on First Nations cultural safety and humility in British Columbia, Canada
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Systemic racism across healthcare systems perpetuates health disparities. While pharmacy curricula are changing, most pharmacy team members in Canada have received minimal to no training in First Nations cultural safety and humility. At the time this work was undertaken, no pharmacy-specific First Nations cultural safety and humility courses existed for practicing pharmacy team members. Two online interactive modules were developed for pharmacy team members in British Columbia, Canada. The first focuses on anti-racism and forming relationships built on trust with First Nations clients. The second focuses on how to approach pharmacy-specific interactions with First Nations clients. Both modules leverage the CARE framework (being Considerate, Aware, Respectful, Empowering). Content was guided by a First Nations advisory group. A pharmacy advisory group helped ensure teachings could be actioned by pharmacy team members. Many lessons were learned throughout this journey. These included the importance of relationships coming first and recognizing First Nations individuals for sharing their experiences. In relation to module content, lessons centered on determining and communicating project scope, having respect for information that is not ours to share and how much language matters. Lessons in the development process included how doing things in a good way takes time and the need to look beyond module content. These pharmacy-specific First Nations cultural safety and humility modules serve as a good step in affecting change within the profession. Having an awareness of the learning and unlearning that took place during our work may help other educators as they develop local culturally responsive projects. • Pharmacy teams have minimal training in Indigenous cultural safety and humility. • Two educational modules were developed to affect change within the pharmacy profession. • A CARE (being Considerate, Aware, Respectful, Empowering) framework was introduced. • The journey of creating these modules was filled with lessons for the project team. • These modules serve as a step in pharmacy teams' ongoing learning journeys.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.015 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it