What Outcomes Are Associated with Learning About Colonialism and Its Impacts on Indigenous Peoples in Health Professional Programs? A Critical Integrative Review.

Background: The Truth and Reconciliation Commission of Canada called upon health professional programs to teach about historical and on-going colonalism. Since these calls to action, there has been an increase in educational opportunities on the topic. Although it is generally assumed that learning about colonialism will reduce racism and improve allyship towards Indigenous Peoples, an evaluation of this assumption is needed.

'For Youth by Youth': Distributive Leadership in Action With a Youth Codesign Team.

Background: Integrated youth services are an emerging delivery model in Canada that addresses siloed and fragmented youth mental health and other services. Youth engagement is viable for developing integrated youth services when purposefully built. However, it is not always clear how youth are involved in service transformation as decision-makers, and it requires an exploration of how to work with youth authentically and intentionally in the codesign process.

Twelve tips for maximizing the potential of reflective writing in medical education.

Reflective writing (RW) is a popular tool in medical education, but it is being used in ways that fail to maximize its potential. Literature in the field focuses on RW is used - that is to develop, assess, and remediate learner competencies - but less so on to use it effectively. The emerging literature on how to integrate RW in medical education is haphazard, scattered and, at times, reductionist.

Front row seat: The role MMI assessors play in widening access to medical school.

Background: While many medical schools utilize the Multiple Mini-Interview (MMI) to help select a diverse student body, we know little about MMI assessors' roles. Do MMI assessors carry unique insights on widening access (WA) to medical school? Herein we discuss the hidden expertise and insights that assessors contribute to the conversation around WA.

Methods: Ten MMI assessors (1-10 years' experience) participated in semi-structured interviews exploring factors influencing equitable medical school recruitment.

Beliefs around the causes of inequities and intergroup attitudes among health professional students before and after a course related to Indigenous Peoples and colonialism.

Background: Addressing the Truth and Reconciliation Calls to Action on including anti-racism and cultural competency education is acknowledged within many health professional programs. However, little is known about the effects of a course related to Indigenous Peoples and colonialism on learners' beliefs about the causes of inequities and intergroup attitudes.

Methods: A total of 335 learners across three course cohorts (in 2019, 2020, 2022) of health professional programs (e.

A scoping review of frameworks utilized in the design and evaluation of courses in health professional programs to address the role of historical and ongoing colonialism in the health outcomes of Indigenous Peoples.

Indigenous education curriculum has been implemented in health professional programs as a potential solution to addressing commonly held false beliefs, as well as negative social attitudes and behaviours. As such it is important to map and analyze the current literature on educational initiatives that teach about historical and ongoing colonialism as a determinant of health to identify commonly used theoretical frameworks and outcomes assessed, as well as the intended and unintended short- and long-term outcomes on health professional learner's beliefs, attitudes and behaviours. This scoping review follows the framework by (Peters et al.

Seven ways to get a grip on preparing for and executing an inclusive virtual multiple mini interview.

COVID-19 restrictions have prompted many medical schools to shift to virtual interview methods for medical school applicant selection. While extensive reflection has been documented around both the process and benefits of transitioning to a virtual Multiple Mini Interview (V-MMI) format, less attention has been given to examining the unintended consequences of this adaptation on increasing representation from underrepresented groups. In this Black Ice article, we consider the equity implications of taking a virtual approach to conducting MMIs and present some practical tips to ensure medical schools are giving attention to and addressing equity issues that may affect applicant and assessor engagement and success.

Dual and duelling purposes: An exploration of educators' perspectives on the use of reflective writing to remediate professionalism in residency.

Context: Professionalism lapses have high stakes for learners and educators. Problems with professionalism, unless appropriately and effectively remediated, may portend serious problems in practice. Yet, remediation for unprofessional behaviour is particularly challenging-and understudied.