Indigenous Health and Wellness Curriculum Working Group

Version 1, SEPTEMBER 2024

Introduction

York University is committed to creating and fostering an inclusive, respectful, and comprehensive learning environment that embraces Indigenous knowledges and practices. The Planned York University School of Medicine Indigenous Health and Wellness Curriculum is part of a broader inter-professional curriculum that will integrate Indigenous health and wellness concepts and practices across various health disciplines, offering continuity between pre-health professions curricula and the medical school undergraduate curriculum. The intention is to cultivate generations of healthcare professionals who are equipped to address the unique health needs of Indigenous communities and contribute to reconciliation and improved health outcomes. The curriculum development aligns with York University’s ethos of equity, diversity, inclusion, and decolonization and recognizes that anti-Indigenous racism is a core determinant of Indigenous health. It also aligns specifically with university-wide efforts guided by the Associate Vice-President of Indigenous Initiatives, the Indigenous Council, the Indigenous Framework for York University, the Centre for Indigenous Knowledges and Languages, and the Centre for Aboriginal Student Services.

Vision of the School

York University’s School of Medicine will prepare the next generation of talented frontline primary care doctors — who represent the diversity of the communities in which they live and work — to not only thrive in a new interprofessional, team-based health care environment but to continue to adapt to evolving patient, community and health system needs.

Purpose

The primary task of the consultants is the development of an Indigenous Health and Wellness Curriculum in the School of Medicine:

Curriculum Development and Integration:

Building on existing or newer relationships with Indigenous communities, ensure meaningful input and partnership in the development of an Indigenous Health and Wellness Curriculum.

Develop a detailed curriculum framework focusing on Indigenous health and wellness, applicable to the School of Medicine, covering both the pre-clerkship and clerkship periods.

Ensure the curriculum is adaptable for integration into various inter-professional health programs (e.g. Nursing, Occupational Therapy, Physiotherapy, Social Work, etc.).

Incorporate holistic Indigenous perspectives on wellness, including mental, physical, emotional, and spiritual health.

Review and incorporate, as appropriate, best practices in Indigenous health and wellness curricula from Ontario, Canada and other countries.

Align the curriculum with the Calls to Action of the Truth and Reconciliation Commission of Canada.

Ensure there is substantive input and feedback in its design with Indigenous Elders, healers, and knowledge keepers for curriculum authenticity and integrity, and opportunities for their participation in its implementation and monitoring & evaluation.

Incorporate mechanisms for feedback on the design and implementation of the curriculum from a range of Indigenous and non-Indigenous medical school learners.

Faculty and Staff Training:

Identify or develop resources to support faculty in integrating this curriculum.

Identify or design training sessions for faculty and staff on Indigenous health perspectives and teaching and learning methodologies, including for clinical preceptors who supervise medical students and residents.

Technology and Accessibility Consultation:

Provide recommendations on accessible technology solutions for effective curriculum delivery that align with Indigenous pedagogies, supporting the geographically distributed nature of the clerkship and community components of the medical school curriculum.

Address considerations of Indigenous data sovereignty and intellectual property as they pertain to the curriculum and teaching materials.

Term

The Terms of Reference is effective from November 1, 2024, and will continue until November 1, 2025, or sooner when the Terms of Reference will be reviewed, revised, as appropriate and submitted for approval.

Membership

Full Members:

Faculty Lead, Indigenous Health

Chair to be determined by the working group

Two (2) representatives from the Faculty of Health with expertise in Indigenous Health

Two community physicians

One (1) community primary care physician (i.e., family physician)

One (1) community generalist specialist physician

Two (2) representatives with expertise in the development of Indigenous medical education

An undergraduate medical student from the Indigenous Physicians Association of Canada

A postgraduate student from Indigenous Physicians Association of Canada

Ex-officio members:

Faculty Lead, Curriculum and Accreditation

Advisor, UGME Program Development

Advisor, UGME Curriculum and Operations

Advisor, Curriculum and Accreditation

Supports

Indigenous Health Programming and Indigenous Community Relations Director

Support staff as required

Operations

The Indigenous Health and Wellness Curriculum Working Group will meet every two weeks or at the call of the Co-Chairs;

The meetings will be 90 minutes in duration;

Quorum will be 50% plus one of the working group members;

Members serve for one year or sooner if there is a need to revise the Terms of Reference;

Meeting minutes reflecting the activities of the working group will be recorded;

Committee members are expected to attend meetings, or if unable to do so, send advance notice of their absence;

Key constituents, such as advisors internal or external to York University, will be invited to attend on as as-needed basis;

The Indigenous Health and Wellness Working Group reports to the Institutional Lead for the York University School of Medicine.

The Indigenous Health and Wellness Working Group will also be able to seek advice from the Indigenous Health Advisory Committee

Committee Member Expectations

Attend at least 75% of the meetings;

Prepare for the meetings in advance;

Complete agreed tasks in a timely manner;

Solicit and contribute collegial input.

Roles and Responsibilities

Develop a comprehensive Indigenous Health and Wellness curriculum tailored for the School of Medicine and adaptable to other health professions. This includes:

Competencies and learning objectives

Instructional units and session topics, with an outline of lesson plans and sequencing

Description of experiences, exercises, and assignments for students

Outline of roles and mutual expectations with Indigenous community partners

Outline of learning materials (e.g. readings, presentations, videos) and references

Description of methods of assessment of student learning

Outline of appropriate monitoring, evaluation, and continuous improvement of the curriculum

A summary report reviewing lessons and best practices in Indigenous health and wellness curricula for the health professions.

Training materials and guidelines for faculty and staff.

A brief report outlining recommendations for technology use and accessibility in curriculum delivery.

Consultant Qualifications:

Extensive experience in curriculum development, with a focus on Indigenous health and wellness.

Demonstrated ability to engage respectfully and effectively with Indigenous Peoples and communities.

Strong connections to Indigenous communities.

Expertise in holistic Indigenous health practices and worldviews.

Background in conflict resolution, human rights, and anti-racism.

Experience with technology and accessibility in educational settings.

As this is a role that focuses on Indigenous Health, an applicant’s lived experience and perspectives as a First Nations, Metis, or Inuit person are necessary. Because of the recent uptick in claims of Indigenous identity, the hiring committee may request documentation of heritage and will ask potential candidates to speak to the connection with their Indigenous community.