Projects

Wurru Wurru Health model- social and cultural determinants of health

Project Lead
Dr Ngaree Blow

Project Theme
Wurru Wurru Social Determinants of Health

Location
Wurundjeri Country, Parkville, Melbourne

Project Summary

First Nations (Indigenous) health is identified as a priority for all medical courses across Australia and the need to embed Indigenous knowledges throughout curriculum has been well established1,2. Despite this, definitions of health that underpin medical programs have predominantly followed the colonial paradigms of the biomedical model and, more recently, a biopsychosocial understanding of health, often failing to recognise the importance of including a broader range of social and cultural determinants of health. Significant work remains towards embedding Indigenous knowledges, grounded in community & Country into the curriculum for future health professionals.

The Wurru Wurru health unit within the Melbourne Medical School of the University of Melbourne are committed to innovative ways to embed Indigenous Knowledges into curriculum for tertiary health professional students. The Wurru Wurru health model was designed and co-created, grounded in Indigenous ways of knowing, being and doing, recognising social, political, historical, and cultural factors that impact health and wellbeing of Indigenous peoples’ including those that are often neglected such as racism and self-determination. This model incorporates local Indigenous knowledges including Wurundjeri stories to address the existing gap in teaching the social determinants of health to medical students, that can be integrated into teaching across other health disciplines.

The Wurru Wurru Health model aims to equip students with a localised and culturally contextualised understanding of the social determinants of health to improve cultural competencies and safety when working within First Nations healthcare. Additionally, the Wurru Wurru Health model is utilised as an education resource for social determinants of health for the broader Australian context beyond First Nations health.

  1. Australian Medical Council. Standards for Assessment and Accreditation of Specialist Medical Programs and Professional Development Programs by the Australian Medical Council 2015. Australian Medical Council, Medical Board of Australia. September 2015. Accessed Jan 31st, 2023. https://www.amc.org.au/wp-content/uploads/accreditation_recognition/specialist_edu_and_training/assessment/standards_for_assessment.pdf
  1. Australian Government. Aboriginal and Torres Strait Islander Health Curriculum Framework. Australian Government, Department of health and aged care. 3 August, 2021. Accessed Jan 31st, 2023. https://www.health.gov.au/resources/publications/aboriginal-and-torres-strait-islander-health-curriculum-framework

Rainbow Mob

Project Lead
Dr Ngaree Blow

Project Theme
Intersectional Healthcare focusing on Rainbow Mob

Location
Wurundjeri Country, Parkville, Melbourne

Project Summary

Exploring First Nations LGBTQIASB+ (Rainbow Mob) health experiences research provides a foundational understanding of the intersection between culture, sex, sexuality, gender, and health within the First Nations (Aboriginal and Torres Strait Islander) communities of Victoria. Currently there are fantastic First Nations healthcare organisations and equally as excellent LGBTQIA+ health services, however these are often independent of each other. It has been demonstrated that there is a lack of culturally safe LGBTQIA+ health services and equally deficient LGBTQIA+ friendly Aboriginal Community Controlled Health Organisations (ACCHOs). Additionally, there are few opportunities for health professionals in training to learn about culturally safe LGBTQIA+ healthcare, particularly those interested in working with First Nations communities.

At present there are limited resources available to teach health professionals (HPs) and HP students about the intersection of culture, sex, sexuality, gender, and health regarding Lesbian, Gay, Bisexual, Transgender, Queer, Intersex, Asexual, Sistagirl, Brothaboy and other sexually or gender diverse (LGBTQIASB+) peoples specifically for First Nations communities - referred to as Rainbow Mob for the purposes of this research.

The aims of this research project include:

  1. To gain a better understanding of health priorities, lived experiences of, and resources available for Rainbow Mob
  2. Analyse qualitative data (both one-on-one and paired interviews) to inform health priorities and content of an online interactive e-module for training health professionals (HP) and HP students
  3. Create a resource that can be utilised by the University of Melbourne, ACCHOs, LGBTQIA+ organisations and other health services specifically within Victoria.

Co-tutor model

Project Lead
Madelyne Hudson-Buhagiar

Project Theme
Developing a First Nations co-teaching model

Location
Wurundjeri Country, Parkville, Melbourne

Project Summary

In 2019, the Wurru Wurru Health Unit within the Department of Medical Education (DME) created a Wurru Wurru Health tutor role, bringing together a diverse mix of First Nations peoples from across disciplines, community roles, and life experiences to co-deliver First Nations health content to students within the MD program. This unique and innovative model was created to address First Nations underrepresentation within the faculty, privilege Indigenous knowledges and voices, assist delivery of content with non-Indigenous tutors and contribute to a positive student experience whereby students learn from a diverse range of First Nations peoples.

This project aims to explore the challenges and benefits of Indigenising curriculum and academic practice through the experiences of First Nations educators within the Department of Medical Education, Faculty of Medicine, Dentistry & Health Sciences, University of Melbourne, who teach into medicine and other health professional courses. The project will also explore how this model has addressed historical barriers to culturally safe employment, the experiences of Indigenous staff, and the institutional recognition of unique Indigenous knowledges. The sustainability and impact of the co-teaching model will be explored and defined to inform the university on ways of engaging with Indigenous communities to support further the Indigenisation of curriculum across faculty and beyond.