Erin Menzies
University of British Columbia
Prologue
I acknowledge that as an outsider (non-Indigenous Canadian) I cannot speak for Indigenous
groups. As a student and faculty member at the University of British Columbia, I acknowledge
Throughout this document, and for the purposes of consistency, the terms Indigenous and/or
Aboriginal are used interchangeably to refer to a diverse group of Canadians including, but not
limited to: members of the First Nations, Mtis, and Inuit groups. I acknowledge the limitations
of using a single term and/or terms to refer to multiple groups, each with distinct culture.
Introduction
Canadian undergraduate medical students (UGMD) learn in very regimented programs.
North American UGMD programs are subject to international accreditation standards (The
Association of Faculties of Medicine of Canada, 2015) which mandate comparability across
continental programs, with what can be interpreted as little room for pedagogical flexibility.
While these programs are often limited by these rigid standards, it is also true that Canadian
Methodology
A two-pronged approach was necessary to gather enough accurate information to make
any conclusions about the state of use of Aboriginal/Indigenous pedagogies in Canadian MDUG
educational programs: literature review and consultation of primary sources, in this case the
websites of the 17 Canadian medical schools and any shared curriculum data. First, a literature
review was completed to examine the state of research on use of Aboriginal/Indigenous
pedagogies in Canadian medical education. This search was run using the UBC Library
catalogue, and using databases including ERIC, PubMed/MEDLINE, CINAHL, and Google
Scholar. Google Scholar was selected for search due to its ability to recall grey literature
resources, (Woodward Library, 2015) which, ...include[s] reports and government information
that are not published commercially and that are inaccessible via bibliographic databases.
Leader
/Mana
ger2
Health
Advocate
Scholar
Professional
FNIMH
CanMEDS
2 The 2015 version of the CanMEDS framework has updated this category to read leader whereas previous
versions used the term Manager which is reflected in the older FNIMH document. They have been read as
analogous for this purpose.
References
Archibald, J. A., Jovel, E., McCormick, R., Vedan, R., & Thira, D. (2006). Creating
transformative Aboriginal health research: The BC ACADRE at three years. Canadian
Journal of Native Education, 29(1), 4.
Battiste, M. (2002). Indigenous knowledge and pedagogy in First Nations education: A literature
review with recommendations. Ottawa: Apamuwek Institute.
Canadian Agency for Drugs and Technology in Health. (2009). Grey Matters: a practical search
tool for evidence-based medicine. Retrieved from:
https://www.cadth.ca/resources/finding-evidence/grey-matters-practical-search-toolevidence-based-medicine
Claypool, T., & Preston, J. (2011). Redefining Learning and Assessment Practices Impacting
Aboriginal Students: Considering Aboriginal Priorities via Aboriginal and Western
Worldviews. in education, 17. Retrieved from
http://ineducation.ca/ineducation/article/view/74/561
Curtis, E., Wikaire, E., Stokes, K., & Reid, P. (2012). Addressing indigenous health workforce
inequities: A literature review exploring best practice for recruitment into tertiary health
programmes. Int J Equity Health, 11, 13.
Dhalla, I. A., Kwong, J. C., Streiner, D. L., Baddour, R. E., Waddell, A. E., & Johnson, I. L.
(2002). Characteristics of first-year students in canadian medical schools. Canadian
Medical Association Journal, 166(8), 1029-1035.
Faculty of Medicine & Dentistry - University of Alberta. (n.d.). Retrieved July 31, 2015, from
http://www.med.ualberta.ca/
Frank, J., Snell, L., & Sherbino, J., eds. (2015). The Draft CanMEDS 2015 Physician
Competency Framework. Retrieved from
http://www.royalcollege.ca/portal/page/portal/rc/common/documents/canmeds/framewor
k/canmeds2015_framework_series_III_e.pdf
Kirkness, V. J. & Barnhardt, R. (1991). First Nations and higher education: The four R's
respect, relevance, reciprocity, responsibility. Journal of American Indian Education,
30(3), 1-15.
National Collaborating Centre for Aboriginal Health. (2006). Landscapes of Indigenous Health:
An environmental scan by the National Collaborating Centre for Aboriginal Health.
Retrieved from: http://www.nccah-ccnsa.ca/docs/setting%20the%20context/nccahLandscapesofIndigenousHealth-march2008.pdf
Northern Ontario School of Medicine. (2014). Working with Aboriginal Peoples: Health
Sciences CC Implementation Toolkit 2014. Retrieved from
http://www.nosm.ca/uploadedFiles/Education/NODIP/Aboriginal%20CC
%20Implementation%20Toolkit_Competencies_Feb2014.pdf
Queens University. (n.d.). School of Medicine. Retrieved July 31, 2015, from
http://meds.queensu.ca/education/postgraduate/annual_report/assessment
The Truth and Reconciliation Commission of Canada, (2015)a. Honouring the Truth,
Reconciling for the Future: Summary report of the final report of the Truth and
Reconciliation Commission of Canada. Retrieved from http://bit.ly/1RHmL5B
The Truth and Reconciliation Commission of Canada, (2015)b. Truth and Reconciliation
Commission of Canada: Calls to Action. Retrieved from http://bit.ly/1ETcJ8g
University of Calgary. (n.d.) Undergraduate Education in the Faculty of Medicine. Retrieved July
31, 2015, from http://cumming.ucalgary.ca/undergrad
University of Saskatchewan. (n.d.) Curriculum, schedules, objectives. Retrieved July 31, 2015,
from http://medicine.usask.ca/students/undergraduate/curriculum-schedulesobjectives.php#
University of Toronto. (2015). Undergraduate Medical Education. Retrieved July 31, 2015 from
http://www.md.utoronto.ca/
University of Western Ontario. (n.d.) Curriculum Competencies. Retrieved July 31, 2015, from
http://www.schulich.uwo.ca/medicine/undergraduate/about_us/curriculum/competencies.
html
Woodward Library. (2015). Grey Literature for Health Sciences. [Library Guide]. Retrieved
from: http://guides.library.ubc.ca/greylitforhealth
Young, M. E., Razack, S., Hanson, M. D., Slade, S., Varpio, L., Dore, K. L., & McKnight, D.
(2012). Calling for a broader conceptualization of diversity: Surface and deep diversity in
four canadian medical schools. Academic Medicine : Journal of the Association of
American Medical Colleges, 87(11), 1501. Retrieved from: http://bit.ly/1Iuu21y
for undergraduate medical education. (Indigenous Physicians Association of Canada and the
Association of Faculties of Medicine of Canada, 2008a)
CC2
CC3
CC4
CC5
CC6
CC7
U Alberta6
UBC7
U Calgary8
6 University of Alberta doesnt mention the FNIMHCC on their MDUE program page, instead the document is
housed in their medical students association site as a nice to know (Faculty of Medicine and Dentistry - University
of Alberta, n.d.)
7 UBC will launch a new curriculum which integrates these standards in fall 2015 starting with year one students.
(Faculty of Medicine Curriculum Committee - University of British Columbia, 2013)
NOSM11
Western12
Queens13
McMaster
McGill
U Ottawa
Memorial14
Dalhousie
U Toronto15
8 High profile reference to their Aboriginal recruitment/affirmative action programs but no mention of FNIMHCC
(University of Calgary, n.d.)
9 Has a committee to help integrate into curriculum but does not address core competencies (University of
Saskatchewan, n.d.)
10 UManitoba refers to the FNIMHCC but are not explicit re: specific responsibilities to FNIM people (University
of Manitoba, n.d.)
11 The NOSM are pursuing integration of FNIMHCC into curriculum actively (Northern Ontario School of
Medicine, 2014)
12 UWO does not mention FNIM interests anywhere on their website (University of Western Ontario, n.d.)
13 Queens University has updated their postgraduate medical education (residency) competencies to integrate
FNIMHCC, but UGME does not. (Queens University, n.d.)
14 Their revised curriculum will address FNIMHCC but their current curriculum does not. (Memorial University of
Newfoundland, n.d.)
15 A site search for first nation recalled only 4 results on medicine site with no reference to the competencies.
(University of Toronto, 2015).