ArticleJournal of racial and ethnic health disparities2026
"There Is Much More to Learn Still": Embedding Culturally Safe Practice Education into Medical School Programs.
Article in Journal of racial and ethnic health disparities, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.
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.
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.
Who cites it
2 citing papers in PubMed.
- Responding to the Revised First Nations Health and Cultural Safety Accreditation Standards in Australian Primary Medical Education: Institutional Principles and Qualities for Meaningful Progress.The Medical journal of Australia · 2026Article
- Editorial: Patient and medical staff safety and healthy work environment in the 21st century.Frontiers in public health · 2025Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
6 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
The ability to provide culturally safe care is a core expectation of graduates from medical schools in Australia. Yet medical schools often struggle to meet this requirement. Recognising the need for curriculum redesign, this project created, delivered, and evaluated a program on providing culturally safe healthcare to First Nations peoples in the Northern Territory. The program was delivered to medical students enrolled in the Flinders University Northern Territory Medical Program over 9 weeks in 2022. To create the program, education theories including community of practice, constructivist principles, and transformative learning were drawn upon. The program also drew on training designed specifically for Northern Territory health staff, which used the podcast "Ask the Specialist: Larrakia, Tiwi and Yolngu stories to inspire better healthcare" to promote critical reflection on racism in healthcare. To evaluate the program, 177 surveys were collected weekly from students and seven students consented to pre- and post-program interviews. Written informed consent was obtained from these participants. Inductive narrative analysis, guided by critical theory and First Nations knowledges, was applied to data. Kirkpatrick's training evaluation model provided a framework to present results. On average, 81% of participants agreed or strongly agreed the program was valuable. Participants learnt to critically reflect on power dynamics and racism in healthcare and learnt skills regarding rapport building, communication and patient-centred care. The pilot demonstrated a successful framework for cultural safety education within medical school curricula which has potential for further adaptation and implementation.
Indexed as
Identifiers
40355793What OpenQuestion holds
Registered trials
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.