Designing a mandatory course on indigenous health in a Canadian pharmacy program
Bibliographic record
Abstract
BACKGROUND: In response to the Truth and Reconciliation Commission, healthcare programs have built curricula to train healthcare providers in delivering culturally safe care. There is a scarcity of literature on how to respectfully deliver this content, especially within the context of pharmacy education. To address this gap, this paper details the development and evaluation of a mandatory course on Indigenous cultural safety for pharmacy students. EDUCATION ACTIVITY: PHRM 261: Indigenous Health and Cultural Safety is a 1-credit course in the Entry-to-Practice PharmD program at the University of British Columbia, grounded by 5 curricular pillars: (1) colonialism, (2) power and privilege, (3) cultural safety and humility, (4) health and healing, and (5) ethical engagement. Assessments include an Indigenous book club, visual arts reflection, and weekly class activities. Student perceptions of the course were evaluated using a post-course survey over two class cohorts (total 419 students). EVALUATION FINDINGS: A total of 204 survey responses and 228 university-mandated course evaluations were collected. Qualitative thematic analysis identified that students: 1) responded enthusiastically to Indigenous voices, 2) engaged in self-directed reflection about their learning, 3) reported increased knowledge and desire to apply culturally safe care, 4) wanted to dive deeper into the course, and 5) appreciated and acknowledged the safe(r)/brave spaces in the classroom. ANALYSIS OF EDUCATION ACTIVITY: The mandatory course on Indigenous health and cultural safety found that students responded positively and desired further learning on this topic. However, to see continued benefit there must be concurrent university and pharmacy practice reform to create opportunities that can encourage students to apply this learning.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
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 | 0.006 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.008 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.002 |
| 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 itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".