Indigenous Peoples' experiences with pharmacy education in Canada
Bibliographic record
Abstract
In my dissertation my concern is the individual and collective experiences of Indigenous Peoples with pharmacy education in Canada. Indigenous Peoples are drastically underrepresented in the pharmacy profession. As an Indigenous (Saulteaux) pharmacy professional myself, I have my own lived and living experiences as an Indigenous person in Canadian pharmacy education and practice that I reflect on with respect to the underrepresentation of Indigenous Peoples in the pharmacy profession; however, there is no available literature regarding the experiences of Indigenous Peoples with pharmacy education in Canada. Following the release of the Truth and Reconciliation Commission of Canada’s Calls to Action in 2015, post-secondary institutions have collectively engaged in decolonization, Indigenization, and reconciliation efforts. To respond to the Calls to Action related to health and education, more Indigenous pharmacy professionals are required. Unfortunately, though, Indigenous representation in the pharmacy profession remains low and with unclear explanations for the continued underrepresentation. This PhD dissertation will, for the first time, examine the holistic experiences Indigenous Peoples have had throughout their first professional degree in pharmacy and offer suggestions for post-secondary pharmacy programs to engage in decolonization, Indigenization, and reconciliation.\n\nI passionately share my rationale for why I am doing this work. Literature review findings are shared regarding Indigenous Peoples in pharmacy education and practice. Specifically, the general tensions between Indigenous and Western paradigms are described through a summary of the critiques of Indigenous scholars worldwide. Specific tensions between each paradigm with respect to pharmacy education and practice are also summarized. Limited findings from the literature with respect equity, diversity, inclusion, accessibility, and belonging are also shared. Indigenous methodologies is described and summarized with examples of specific methods, including the conversational method used in this PhD research. Key findings related to the isolation experienced by Indigenous Peoples in pharmacy education and practice are described, as well as the roles white settler colonialism and white supremacy play in the educational and practice experiences in pharmacy for Indigenous Peoples in Canada. Following a critical discussion, I conclude with an offering of strategies for post-secondary pharmacy programs in Canada to improve the experiences, retention, and celebration of Indigenous Peoples in pharmacy.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.004 | 0.007 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.002 | 0.004 |
| Science and technology studies | 0.054 | 0.017 |
| Scholarly communication | 0.009 | 0.003 |
| Open science | 0.002 | 0.011 |
| Research integrity | 0.002 | 0.006 |
| Insufficient payload (model declined to judge) | 0.007 | 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 source (direct Gemma or distilled Codex), 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".