Impacts of educating for equity workshop on addressing social barriers of type 2 diabetes with indigenous patients

Lynden Crowshoe, H. Han, Betty Calam, Rita Henderson, Kristen Jacklin, Leah Walker, Michael E. Green

Research output: Contribution to journalArticlepeer-review

8 Scopus citations

Abstract

Introduction: Health education about Indigenous populations in Canada (First Nations, Inuit, and Mé tis people) is one approach to enable health services to mitigate health disparities faced by Indigenous peoples related to a history of colonization and ongoing social inequities. This evaluation of a continuing medical education workshop, to enhance family physicians' clinical approach by including social and cultural dimensions within diabetes management, was conducted to determine whether participation in the workshop improved self-reported knowledge, skills, and confidence in working with Indigenous patients with type 2 diabetes. Methods: The workshop, developed from rigorous national research with Indigenous patients, diabetes care physicians, and Indigenous health medical educators, was attended by 32 family physicians serving Indigenous populations on three sites in Northern Ontario. A same-day evaluation survey assessed participants' satisfaction with workshop content and delivery. Preworkshop and postworkshop surveys consisting of 5-point Likert and open-ended questions were administered 1 week before and 3 month after the workshop. Descriptive statistics and t test were performed to analyze Likert scale questions; thematic analysis was used to elicit and cluster themes from open-ended responses. Results: Participants reported high satisfaction with all aspects of the workshop. Reporting improved understanding of socioeconomic (P = .002), psychosocial, and cultural factors (P = .001), participants also described adapting their clinical approach to more actively incorporating social and cultural factors and focusing on patient-centered care. Discussion: The workshop was effective in shifting physician's self-reported knowledge, attitudes, and skills resulting in clinical approach modifications within social, psychosocial, and cultural domains for their Indigenous patients with diabetes.

Original languageEnglish (US)
Pages (from-to)49-59
Number of pages11
JournalJournal of Continuing Education in the Health Professions
Volume38
Issue number1
DOIs
StatePublished - Dec 1 2018

Bibliographical note

Funding Information:
The Canadian Institutes of Health Research funded this study through the International Collaborative Indigenous Health Research Partnership grant (#IDP-103986, Grant no. RT735835), in partnership with the Health Research Council of New Zealand, and the Australian Government National Health and Medical Research Council. The funder had no role in the research. Dr. Crowshoe: Department of Family Medicine, University of Calgary, Calgary, Alberta, Canada. Dr. Han: Department of Family Medicine, Queen’s University, Kingston, Ontario, Canada. Dr. Calam: Department of Family Practice, University of British Columbia, Vancouver, British Columbia, Canada. Dr. Henderson: Department of Family Medicine, University of Calgary, Calgary, Alberta, Canada. Dr. Jacklin: University of Minnesota Medical School, Duluth, Minnesota. Ms. Walker: School of Population and Public Health, Faculty of Medicine, University of British Columbia, Vancouver, British Columbia, Canada. Dr. Green: Departments of Family Medicine and Public Health Sciences, Queen’s University, Kingston, Ontario, Canada. Correspondence: Han Han, MA, PhD, Department of Family Medicine, Centre for Studies in Primary Care, Queen’s University, 220 Bagot Street, Kingston, Ontario, CA, Canada K7L 5E9; e-mail: han.han@dfm.queensu.ca. Copyright ª 2018 The Alliance for Continuing Education in the Health Professions, the Association for Hospital Medical Education, and the Society for Academic Continuing Medical Education

Funding Information:
This study was funded by the Canadian Institutes of Health Research through the International Collaborative Indigenous Health Research Partnership grant, in partnership with the Health Research Council of New Zealand, and the Australian Government National Health and Medical Research Council. L.C. led methodological design, intervention delivery, and manuscript development. H.H. and M.G. led data collection and analysis and contributed to manuscript development. B.C., R.H., K.J., and L.W. assisted in analysis and manuscript development and review. L.C., K.J, and M.G. facilitated each workshop. L.C. is the guarantor of this article, had full access to the complete data set of the study, and is responsible for the accuracy of data and data analysis.

Publisher Copyright:
© 2018 The Alliance for Continuing Education in the Health Professions, the Association for Hospital Medical Education,and the Society for Academic Continuing Medical Education.

Keywords

  • Continuing medical education
  • Cultural competency
  • Cultural safety
  • Diabetes
  • Indigenous populations
  • Structural competency

Fingerprint

Dive into the research topics of 'Impacts of educating for equity workshop on addressing social barriers of type 2 diabetes with indigenous patients'. Together they form a unique fingerprint.

Cite this