The Meaning Of Culture Within Public Health Practice- Implications For The Study Of Aboriginal And Torres Strait Islander Health

Medical Professionalism and Cultural Safety
2009,"Briscoe, P.",,"FPMANZCA Submission","FPMANZCA Submission",,"Paper","Policy and Practice","Australia and New Zealand College of Anaesthetists",,"http://www.anzca.edu.au/news/submissions-to-government/Medical%20Specialist%20Outreach%20Program%20Nov%2009.pdf", 2009,"Bullen, C and Neuwelt, P.",,"Educating Public Health Physicians For The Future: A Current Perspective From Aotearoa New Zealand","Australia and New Zealand Health Policy","Vol 6 No 7","Journal","Medical Professionalism and Cultural Safety","Australia and New Zealand Health Policy",,"http://archive.biomedcentral.com/content/pdf/1743-8462-6-7.pdf","Persisting, and in some cases widening, inequalities in health within and between countries present significant challenges to the focus and practice of contemporary public health, and by association, to public health education. As public health physicians and academic educators of medically- and non-medically trained public health practitioners, we call for a radical re-think of current approaches to public health medicine education and training in order to address these challenges. The public health physicians of the future, we argue, require not merely technical knowledge and skills but also a set of values that underpin a commitment to ethical principles, social equity, human rights, compassionate action, advocacy and leadership. Furthermore, while they will need to have their action firmly grounded in local realities they should think, if not speak and act, from an informed awareness of global issues. Drawing from our experience in Aotearoa New Zealand, as well as with marginalised communities overseas, we proffer our suggestions for the process and content of public health physician education and training for the future, with the intention of stimulating debate." 1998,"Burns C.B., Clough A.R., Currie B.J., Thomsen P. & Wuridjal R.",,"Resource Requirements To Develop A Large, Remote Aboriginal Health Service: Whose Responsibility?","Australia and New Zealand Journal of Public Health","Vol 22 No 1 pp133-139","Journal","Partnering with Indigenous Communities","Australia and New Zealand Journal of Public Health",,"http://www3.interscience.wiley.com/journal/120143803/abstract?CRETRY=1&SRETRY=0","Abstract: In 1994 the Commonwealth funded studies to establish and develop Aboriginal health services. One such study was undertaken in 1995 at Maningrida, Northern Territory: to identify the health-service needs of the population and consider community management structures; to identify Northern Territory expenditure for primary health care; and to provide a three-to five–year development budget. Approximately 2100 Aboriginal residents in the region used the service, including 750 living on 24 outstations within 75 km. Nearly 40 per cent were aged under 15 years. Childhood morbidity was high, with children under two averaging 1.4 hospital admissions per year. The age pyramid reflected premature adult mortality from the third decade of life. Service providers identified inadequate staffing and infrastructure as barriers to service development. Community consultations emphasised the need for resident doctors, improved outstation services and aged and respite care, local training for Aboriginal health workers and housing for staff. These developments would require per capita primary health care expenditure ($872) to be doubled. Aboriginal people in remote areas are disadvantaged through Commonwealth Grants Commission funding formulae and lack of Medicare access. As the sole funding source, the Northern Territory spends over $1.83 million per year providing health services at Maningrida. Additionally, the study proposed that the Commonwealth spend $1.96 million a year over five years on staffing and infrastructure. Local Aboriginal organisations also agreed to allocate resources for health service development. Ineffective implementation, lack of clarification of government responsibilities and funding shortfalls remain barriers to developing remote Aboriginal health services. (Aust N Z IPublic Health 1998; 22: 133–9)" 2009,"Drysdale, M. & Ellender, I.",,"Indigenous Cultural Awareness/ Cultural Safetytraining For Health Proffessionals","Indigenous Cultural Awareness/ Cultural SafetyTraining for Health Proffessionals",,"Conference","Culture, Knowledge and Education","Monash University",,"http://www.med.monash.edu.au/socialwork/distance-education/indigenous-cultural-awareness.ppt", 1955,"Erron, L.D.",,"Effect Of Medical Education On Medical Students","The Journal of Medical Education",,"Journal","Medical Professionalism and Cultural Safety","The Journal of Medical Education",,"http://journals.lww.com/academicmedicine/Citation/1955/10000/Effect_of_Medical_Education_on_Medical_Students_.2.aspx","No abstract" 2006,"Hancock, H.",,"Aboriginal Women's Perinatal Needs, Experiences and Maternity Services: A literature Review to Enable Considerations to be Made about Quality Indicators","Aboriginal Women's Perinatal Needs, Experiences and Maternity Services: A literature Review to Enable Considerations to be Made about Quality Indicators",,"Report","History and the Social Determinants of Health","Ngaanyatjarra Health Service Literature Review",,"http://www.crcah.org.au/publications/downloads/Ngaanyatjarra-Health-Service-Lit-Review.pdf", 2002,"Henderson, R., Simmons, D.S., Bourke, L & Muir, J.",,"Development Of Guidelines For Non-Indigenous People Undertaking Research Among The Indigenous Population Of North-East Victoria","Medical Journal of Australia","Vol 176 pp482-485","Journal","Partnering with Indigenous Communities","Medical Journal of Australia",,"http://www.mja.com.au/public/issues/176_10_200502/hen10605_fm.pdf","■The Department of Rural Health, University of Melbourne, has developed a framework for conducting research in partnership with Indigenous communities. ■ The framework addresses past inappropriate research practices, incorporates cultural understandings, and outlines culturally appropriate protocols. ■ The four parts of the framework are a committee to initiate, direct and oversee all research projects; a Koorie Team to guide research; a set of research guidelines; and a policy for the department. ■ The framework has been used to develop strong relations with Koorie communities and conduct various health projects." 2002,"Schuwirth, L",,"Professional Development In Undergraduate Medical Curricula -The Key To The Door Of A New Culture?","Medical Education","Vol 36 No 4 pp353-359","Journal","Medical Professionalism and Cultural Safety","Medical Education",,"http://www3.interscience.wiley.com/journal/118952366/abstract","One of the most pressing requirements for contemporary medical education is to develop a framework for theory and practice of professional development which results in the attainment of professional competencies suitably robust for a lifetime's practice. The proposed content of a professional development curriculum may be reasonably straightforward to establish from policy documents and public expectations, but the process of achieving the desired outcomes is more complex, because professional development is largely based on attitudinal learning. Attitudes are at the interface between the personal and public psyche, relying more on individual experience and the accumulated impact of social and cultural interpretations than on propositional knowledge, and are therefore less amenable to factual or didactic teaching. Aims The purpose of this discussion paper is to develop thinking on the conceptual frameworks which need to underpin curriculum decision-making for professional development, especially in undergraduate medical training where models of good practice are less well established. It brings together work from educational, sociological and psychological perspectives to elucidate the key principles which are most likely to result in acquisition of desirable professional attributes. Implications The literature suggests that successful professional development needs to be based on explicit values, which are repeatedly demonstrated in the learning environment, and modelled by senior colleagues and tutors; that the curriculum should incorporate a clear model of emotional as well as cognitive development; should be a major component of summative assessment; and needs to include formative mentorship at all stages of training." 2005,"Horvath, J.",,"The Relationship Between Policy, Pedagogy, And Practice In Australian Medical Education","The Relationship between Policy, Pedagogy, and Practice in Australian Medical Education",,"Conference","Policy and Practice","Committee of Deans of Australian Medical Schools & Australian Medical Council",,"http://www.health.gov.au/internet/main/publishing.nsf/Content/E97C1E8AAB7FEB1CCA2570AD00809A34/$File/deptsp070305.pdf", 2009,"Laycock, A., Walker, D., Harrison, N. & Brands, J.",,"Supporting Indigenous Researchers: A Practical Guide For Supervisors","Supporting Indigenous Researchers: A Practical Guide for Supervisors",,"Report","Partnering with Indigenous Communities","Cooperative Research Centre for Aboriginal Health (CRCAH)",,"http://www.lowitja.org.au/files/crcah_docs/supervisors_guide1_0.pdf", 2010,"Royal Australian College of General Practitioners",,"Closing The Gap: A Step Forward For Aboriginal And Torres Straight Islander Health","Closing The Gap: A Step Forward For Aboriginal And Torres Straight Islander Health",,"Report","Policy and Practice","Royal Australian College of General Practitioners",,"http://www.racgp.org.au/media2010/36197",