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Principle 1 [0] |
Educating medical students about the health of Aboriginal and Torres Strait Islanders is unique among teachings about the health of other Australians, and we can teach medicine in a way that enhances students’ understanding of Indigenous experiences and world-views. |
| Principle 2 [0] | Indigenous health is an integral part of medical education. |
| Principle 3 [0] | Teaching from a positive strengths-based model, rather than a deficit model, is more likely to encourage effective learning environments and attitudes. |
| Principle 4 [0] | Planning vertical and horizontal integration is important. |
| Principle 5 [0] | Indigenous staff are key curriculum developers and enhancers. |
| Principle 6 [0] | The attitudes of all teaching, clinical and administrative staff counts towards effective learning. |
| Principle 7 [0] | In order to facilitate the most effective learning possible, partnerships with local Indigenous individuals, organisations, and communities will need to bedeveloped. |
| Principle 8 [0] | It is important to teach Indigenous cultural safety/awareness separately from multicultural awareness. |
| Principle 9 [0] | Students can be important curriculum enhancers if effectively supported and encouraged, but they should not be expected or relied upon to perform this function. |
| Principle 10 [0] | Multi-disciplinary collaboration is likely to enhance learning outcomes. |
| Complete version of this document in the CDAMS Curriculum Framework including references [1] (PDF 192.16KB)
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