Evidence map›Paper›PMID 30277958›Full record

ArticleAcademic medicine : journal of the Association of American Medical Colleges2019

Educating for Indigenous Health Equity: An International Consensus Statement.

Rhys Jones, Lynden Crowshoe, Papaarangi Reid, Betty Calam, Elana Curtis, Michael Green, Tania Huria, Kristen Jacklin, Martina Kamaka, Cameron Lacey and 6 more

Abstract readConsensus Statement
PubMed Full text at PMC Publisher
In one paragraph

Article in Academic medicine : journal of the Association of American Medical Colleges, 2019. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 42 papers.

0numbers the graph read from it
0cells of the map it votes in
42citing papers in PubMed
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

42 citing papers in PubMed.

  1. Article
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  4. Non-Indigenous Public Health Educators' Readiness to Engage With Aboriginal Elders and Knowledge-Holders: A Baseline Study Informing Indigenous-Led Consultation.Health promotion journal of Australia : official journal of Australian Association of Health Promotion Professionals · 2026
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  18. Describing the health-related quality of life of Māori adults in Aotearoa me Te Waipounamu (New Zealand).Quality of life research : an international journal of quality of life aspects of treatment, care and rehabilitation · 2023
    Article
  19. Article
  20. Article
4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

16 authors.

Rhys JonesR. Jones is senior lecturer, Te Kupenga Hauora Maori, University of Auckland, Auckland, New Zealand. L. Crowshoe is associate professor, Department of Family Medicine, University of Calgary, Calgary, Alberta, Canada. P. Reid is professor and Tumuaki, Faculty of Medical and Health Sciences, University of Auckland, Auckland, New Zealand. B. Calam is associate professor, Department of Family Practice, University of British Columbia, Vancouver, British Columbia, Canada. E. Curtis is associate professor, Te Kupenga Hauora Maori, University of Auckland, Auckland, New Zealand. M. Green is professor and head, Department of Family Medicine, Queen's University, Kingston, Ontario, Canada. T. Huria is senior lecturer, Maori/Indigenous Health Institute, University of Otago, Christchurch, New Zealand. K. Jacklin is professor, Department of Family Medicine and Biobehavioral Health, University of Minnesota Medical School, Duluth, Minnesota, and professor, Human Sciences Division, Northern Ontario School of Medicine, Laurentian University, Sudbury, Ontario, Canada. M. Kamaka is associate professor, Department of Native Hawaiian Health, University of Hawai'i at Manoa John A. Burns School of Medicine, Honolulu, Hawai'i. C. Lacey is senior lecturer, Maori/Indigenous Health Institute, University of Otago, Christchurch, New Zealand. J. Milroy is professor, School of Indigenous Studies, University of Western Australia, Perth, Western Australia, Australia. D. Paul is professor, School of Medicine, University of Notre Dame Australia, Fremantle, Western Australia, Australia. S. Pitama is associate professor, Maori/Indigenous Health Institute, University of Otago, Christchurch, New Zealand. L. Walker is associate director, Centre for Excellence in Indigenous Health, University of British Columbia, Vancouver, British Columbia, Canada. G. Webb is associate professor, Department of Physiotherapy, University of Melbourne, Melbourne, Victoria, Australia. S. Ewen is professor and director, Melbourne Poche Centre for Indigenous Health, and pro vice chancellor (Indigenous), University of Melbourne, Melbourne, Victoria, Australia.
Lynden Crowshoe
Papaarangi Reid
Betty Calam
Elana Curtis
Michael Green
Tania Huria
Kristen Jacklin
Martina Kamaka
Cameron Lacey
Jill Milroy
David Paul
Suzanne Pitama
Leah Walker
Gillian Webb
Shaun Ewen

Funding

CIHR RT735835
6 · The paper itself

Abstract

The determinants of health inequities between Indigenous and non-Indigenous populations include factors amenable to medical education's influence-for example, the competence of the medical workforce to provide effective and equitable care to Indigenous populations. Medical education institutions have an important role to play in eliminating these inequities. However, there is evidence that medical education is not adequately fulfilling this role and, in fact, may be complicit in perpetuating inequities.This article seeks to examine the factors underpinning medical education's role in Indigenous health inequity, to inform interventions to address these factors. The authors developed a consensus statement that synthesizes evidence from research, evaluation, and the collective experience of an international research collaboration including experts in Indigenous medical education. The statement describes foundational processes that limit Indigenous health development in medical education and articulates key principles that can be applied at multiple levels to advance Indigenous health equity.The authors recognize colonization, racism, and privilege as fundamental determinants of Indigenous health that are also deeply embedded in Western medical education. To contribute effectively to Indigenous health development, medical education institutions must engage in decolonization processes and address racism and privilege at curricular and institutional levels. Indigenous health curricula must be formalized and comprehensive, and must be consistently reinforced in all educational environments. Institutions' responsibilities extend to advocacy for health system and broader societal reform to reduce and eliminate health inequities. These activities must be adequately resourced and underpinned by investment in infrastructure and Indigenous leadership.

Indexed as

ConsensusHealthcare DisparitiesHealth Services, IndigenousHumansRacism

Identifiers

PMID30277958
PMCPMC6445615

What OpenQuestion holds

Textmetadata
LicenceCC BY-NC-ND
Read underepoch 390

Registered trials

None linked

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.