David Paul

Do indigenous health curricula in health science education reduce disparities in health care outcomes

Objective: To undertake a systematic literature review to determine the scope, rationales, and evaluation foci of indigenous health curricula included in university‐based professional training of health care service providers.

Revealing the (in)competency of “cultural competency” in medical education

There are multiple factors that influence the quality of health and the health care experience of Aboriginal patients. Some of these factors include health professionals’ clinical decision-making and miscommunication between doctor and patient. A more “culturally competent” health workforce is a recommended strategy in addressing the extensively documented health disparities between Australias Aboriginal and non-Aboriginal peoples. Culture, its importance in, and connection to health, is being increasingly explored in medical curricula with the expectation of improved health outcomes. This literature review on cultural competency in medical curricula reveals an emerging awareness of the paucity of data showing evidence of positive health outcomes for Aboriginal patients of “culturally competent” medical professionals. This highlights the need for there to be evidence of more than just practitioner satisfaction but also of meaningful shifts in health outcomes for Aboriginal patients of a more culturally knowledgeable medical profession.

Creating change: building the capacity of the medical workforce in Aboriginal health

This paper provides an overview of the long‐term strategies that have been in place at the University of Western Australia, which aim to build the capacity and preparedness of the health‐care workforce in Aboriginal health. In 1996, the Centre for Aboriginal Medical and Dental Health was established within the Faculty of Medicine, Dentistry and Health Sciences to implement a comprehensive approach to Aboriginal health.