Reflection in learning
The review sought to have CME providers increase opportunities for reflection in learning, and for doctors to get together to discuss what they were learning and how they will put it into practice. Ken Trass, Manager of Fellowship at the College says, “good teaching, that provides doctors with a chance to talk through and reflect on what they’ve learnt together and how it might work in their everyday practice, results in better learning and ultimately better practice.”
Increasing health equity and cultural safety
Ken has worked alongside the College’s Māori and Health Equity Team to increase the expectation on CME providers to address health equity and cultural safety in both the planning and delivery of learning to the profession. Health equity is a core focus for the College, one that is becoming increasingly prominent in the health sector. The College continues its commitment to addressing health inequities for Māori, as well as for other population groups and advocating to improve social determinants of health is part of the Te Rautaki, the organisation’s strategic intent. Equity is also one of the key modules in the new Cornerstone programme.
It was essential to for both teachers and learners to understand the importance of cultural safety and then be able to practice it.
Richard Tankersley, Principal Advisor Māori for the College, says that, “developing culturally safe practice and environments in general practice is one key to improving health equity.
“While practitioners still need some understanding of cultures that they are working alongside (cultural competence), cultural safety requires the practitioner to understand their own cultural backgrounds and practices, to reflect on how these may impact on the relationship with patients and whānau or families, and make changes to mitigate possible negative impacts,” he says.
“Recent developments in the position of the Medical Council of New Zealand on cultural safety highlight these issues very clearly."
The review of CME providers has been educationally driven and prioritises changes to improve self-awareness and health equity.