Creating successful patient partnerships in healthcare education to potentially improve students' understanding of patient-centered care.

Healthcare systems around the world are constantly evolving to meet the diverse needs of the people they serve. Patient-centered care is recognized as a crucial element in providing high-quality care (Najafizada et al., 2021; Anderson & Gagliardi, 2021; Kwame & Petrucka, 2021). However, there is a recognized need to enhance patient-centered care's application in practice (Edgman-Levitan & Schoenbaum, 2021; Macarthur et al., 2021). To improve healthcare students' understanding of patient-centered care in practice, educational institutions can adopt innovative approaches to teaching. One strategy that shows promise is to include patient partners in the education of healthcare curricula (Merav and Ohad, 2017; Jury, 2022). By engaging patient partners, students can gain valuable insights into the care needs of individuals living with various conditions and then hopefully implement that into their practice. To effectively involve patient partners in healthcare curricula, educational organizations should establish patient partnership programs that foster meaningful collaboration. Involving patient partners in the creation, design, delivery, and evaluation of patient partnership programs may enhance partnerships and sustain active participation. Through collaborative efforts with patient partners, educational institutions can create policies that support and prioritize patient engagement, ultimately enriching the learning experience for students and promoting patient-centered care in practice.

Examining Indigenous food sovereignty as a conceptual framework for health in two urban communities in Northern Ontario, Canada.

While land is a nexus for culture, identity, governance, and health, as a concept land is rarely addressed in conversations and policy decisions about Indigenous health and well-being. Indigenous food sovereignty, a concept which embodies Indigenous peoples' ability to control their food systems, including markets, production modes, cultures and environments, has received little attention as a framework to approach Indigenous health especially for Indigenous people living in urban spaces. Instead, discussions about Indigenous food sovereignty have largely focused on global and remote and rural communities. Addressing this gap in the literature, this article presents exploratory work conducted with Waasegiizhig Nanaandawe'iyewigamig and Shkagamik-Kwe Health Centre, two Indigenous-led Aboriginal Health Access Centres in urban service centers located in Northern Ontario, Canada.

Northern perspectives on medical elective tourism: a qualitative study.

BACKGROUND: The Royal College of Physicians and Surgeons of Canada recognizes education to be necessary for doctors to provide culturally safe care. Communities in northern Canada have large populations of Aboriginal people and other marginalized groups. Our goal was to identify the elements of appropriate predeparture curricula for these medical trainees. METHODS: We conducted our study in Kenora, Ontario. With the help of a core collaborative group and the support of the local Aboriginal Health Access Centre, we interviewed a purposive sample of community members about their interactions with trainees from southern Canada. Aboriginal and non-Aboriginal researchers with roots in northern and southern Canada brought perspectives to the inductive analysis. RESULTS: We conducted 17 semistructured interviews between February and March 2014. Participants felt that southern trainees were inadequately educated in northern politics, society and history. They identified 2 more themes: determinants of health affecting the local Aboriginal population, and provider and patient factors affecting delivery of culturally competent care. Participants also shared ideas on how best to implement this content into curricula. INTERPRETATION: Providing culturally competent care to northern communities is a complex process requiring education. Using a collaborative method, we were able to delineate the experiences of members of a northern community and identify knowledge gaps of southern trainees travelling there. Our results provide a foundation for the content and structure of formal predeparture curricula to enable such trainees to provide culturally safe care.

From health care to home community: an Aboriginal community-based ABI transition strategy.

PRIMARY OBJECTIVE: To explore the barriers and enablers surrounding the transition from health care to home community settings for Aboriginal clients recovering from acquired brain injuries (ABI) in northwestern Ontario. RESEARCH DESIGN: Participatory research design using qualitative methods. METHODS: Focus groups conducted with clients with ABI, their caregivers and hospital and community health-care workers. The Framework Method of analysis was used to uncover emerging themes. FINDINGS: Six main categories emerged: ABI diagnosis accuracy, acute service delivery and hospital care, transition from hospital to homecare services, transition from hospital to community services, participant suggestions to improve service delivery and transition, and views on traditional healing methods during recovery. DISCUSSION: A lack of awareness, education and resources were acknowledged as key challenges to successful transitioning by clients and healthcare providers. Geographical isolation of the communities was highlighted as a barrier to accessibility of services and programmes, but the community was also regarded as an important source of social support. The development of educational and screening tools and needs assessments of remote communities were identified to be strategies that may improve transitions. CONCLUSIONS: Findings demonstrate that the structure of rehabilitation and discharge processes for Aboriginal clients living on reserves or in remote communities are of great concern and warrants further research.

Rehabilitation challenges for Aboriginal clients recovering from brain injury: a qualitative study engaging health care practitioners.

PRIMARY OBJECTIVE: To explore the experiences of health care practitioners working with Aboriginal clients recovering from acquired brain injury (ABI). RESEARCH DESIGN: Participatory research design using qualitative methods. METHODS: Fourteen in-depth, semi-structured interviews were conducted. The Framework Method of analysis was used to uncover emerging themes. FINDINGS: Five main categories emerged: practitioners' experience with brain injury, practitioners' experience with Aboriginal clients, specialized needs of Aboriginal clients recovering from brain injury, culturally sensitive care and traditional healing methods. These categories were then further divided into emergent themes and sub-themes where applicable, with particular emphasis on the specialized needs of Aboriginal clients. DISCUSSION: Each emergent theme highlighted key challenges experienced by Aboriginal peoples recovering from ABI. A key challenge was that protocols for rehabilitation and discharge planning are often lacking for clients living on reserves or in remote communities. Other challenges included lack of social support; difficulty of travel and socio-cultural factors associated with post-acute care; and concurrent disorders. CONCLUSIONS: Results suggest that developing reasonable protocols for discharge planning of Aboriginal clients living on reserves and/or remote communities should be considered a priority.