Exploring staff capability to embed Indigenous perspectives and pedagogies into the health curricula

Background: Professional competency standards require health graduates to demonstrate cultural competence, however, evidence suggest that academics may feel underprepared for this task. Aim: To explore staff capability and self-efficacy to embed Indigenous perspectives and pedagogies into the health curricula. Methods: Under the guidance of an Aboriginal and Torres Strait Islander Expert Advisory Group, an Indigenous methodology was used led by Kamilaroi, Ngunnawal and Wiradjuri leaders (n=3). Six research questions [covering academic knowledge, teaching practices and graduate outcomes in cultural responsiveness] guided 5 different yarning circles [dietetics students (n=6), allied health academics (n = 5; n = 6*) and nursing and midwifery academics (n=6; n=9)]. These conversations were audio recorded, transcribed verbatim and cross-checked for consistency. Data was analysed using an exploratory, inductive and process orientated approach, incorporating researcher reflexivity. Four researchers independently reviewed the transcripts and documented preliminary themes. Three researchers together then reviewed one transcript to consider the relational and collectivist implications of the employed methodology and to reach a consensus decision. Results: The yarning circles enabled participants to share knowledge and practices and to co-create the following understandings / themes: (1) There is a notable knowledge gap and an opportunity for shared learning; (2) This research was challenging - all learners and educators need to feel safe; (3) As a collective ‘we’ can deliver this curriculum; and (4) A system of supported responsibility is required. Conclusions: Findings from this research support a progressive structure for personal development that aligns Indigenous supervision and educator capability.