ArticleThe clinical teacher2026
Amplifying Marginalised Voices Through Advocacy: Community-Informed Curriculum Development for Cultural Safety in Homeless Health.
Article in The clinical teacher, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
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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.
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Who cites it
1 citing paper in PubMed.
- Amplifying Marginalised Voices Through Advocacy: Community-Informed Curriculum Development for Cultural Safety in Homeless Health.The clinical teacher · 2026Article
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Authors and funding
7 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundPeople experiencing homelessness face significant health inequities, yet their voices remain largely absent from medical education. Partnering with community-based advocates enables the integration of lived experience and advocacy expertise into curriculum design and delivery. This study aimed to develop and evaluate a medical education module on homeless health that embeds community-based advocacy and lived-experience expertise to advance cultural safety. APPROACH: A homelessness health module was collaboratively developed by clinical teachers, researchers, educators and community advocates with lived and professional experience of homelessness. Guided by Kern's Six Steps of Curriculum Development, a targeted needs assessment was conducted through a focus group with community advocates. Insights informed six learning objectives and the design of interactive teaching sessions. The module was delivered to second-year graduate-entry medical students and evaluated using open-ended questionnaires exploring students' understanding of cultural safety and advocacy in homeless health. EVALUATION: Fifty-three students (33%) submitted open-ended questionnaires. Deductive content analysis confirmed alignment with themes identified during the needs assessment, with most students recognising life experiences (69%), demographic hardship (65%) and healthcare access barriers (69%) as central to homelessness. Inductive thematic analysis revealed additional themes related to survival priorities and medication adherence barriers. IMPLICATIONS: Embedding community voices and patient perspectives shaped curriculum content, delivery and evaluation. Students developed compassion, reflexivity and a deeper awareness of inequities. This accessible, scalable model demonstrates how cultural safety can be embedded in inclusion health education.
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