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The study examines why health professions students and faculty often believe curricula do not adequately prepare learners to address these inequities. Semi-structured interviews with 33 faculty members across multiple health disciplines were analyzed thematically, revealing four core barriers: limited Indigenous faculty and their overload, insufficient training and capacity for non-Indigenous faculty, inadequate curricular oversight and guidance, and limited curriculum time alongside competing priorities.",{"@graph":69,"@context":121},[70,84,104],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":35,"@type":76,"position":81},"https://docshare.wps.com/document/healthcare/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/barriers-to-including-indigenous-content-in-canadian-health-professions-curricula/596194/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":98,"encodingFormat":97,"isAccessibleForFree":99,"interactionStatistic":100},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/barriers-to-including-indigenous-content-in-canadian-health-professions-curricula/596194.png","ImageObject",300,407,{"name":92,"@type":93},"Guten tag","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-15",true,{"@type":101,"interactionType":102,"userInteractionCount":4},"InteractionCounter",{"@type":103},"ViewAction",{"@type":105,"mainEntity":106},"FAQPage",[107,113,117],{"name":108,"@type":109,"acceptedAnswer":110},"What is the main goal of the study?","Question",{"text":111,"@type":112},"The study identifies barriers that prevent the inclusion of sufficient Indigenous content in curricula across health professions programs.","Answer",{"name":114,"@type":109,"acceptedAnswer":115},"How was the study conducted and who participated?",{"text":116,"@type":112},"Semi-structured interviews were conducted with 33 faculty members at a Canadian university from various health disciplines, followed by thematic analysis.",{"name":118,"@type":109,"acceptedAnswer":119},"What four barriers were identified?",{"text":120,"@type":112},"The barriers were: limited numbers and overburdening of Indigenous faculty; the need for training and capacity-building for non-Indigenous faculty; lack of oversight and direction for curricular content and training approaches; and limited time within curricula with competing priorities.","https://schema.org",{"og:url":83,"og:type":123,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":125,"canonical":83},"index,follow",{"doc_id":127,"site_id":62},596194,1792082616,{"code":4,"msg":5,"data":130},{"doc_id":127,"user_id":131,"nickname":92,"user_avatar":132,"doc_module":4,"category_id":34,"category_name":35,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":4,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":138,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":128,"read_time":143},687212321768,"https://ap-avatar.wpscdn.com/avatar/a0010bdbe886d2fe77?x-image-process=image/resize,m_fixed,w_180,h_180&k=1789897067658708522","Barriers to Including Indigenous Content in Canadian Health Professions Curricula  \nNicole Doria  \nDalhousie University  \nMaya Biderman Dalhousie University  \nJad Sinno  \nDalhousie University  \nJordan Boudreau Dalhousie University  \nMichael P. Mackley Dalhousie University  \nAmy Bombay  \nDalhousie University  \nCanadian Journal of Education / Revue canadienne de l’éducation 44:3 (2021)©2021 Canadian Society for the Study of Education/ Société canadienne pour l’étude de l’éducation  \n[www.cje-rce.ca](www.cje-rce.ca)  \nAbstract  \nIndigenous peoples in Canada continue to face health care inequities despite their increased risk for various negative health outcomes. Evidence suggests that health professions students and faculty do not feel their curriculum adequately prepares learners to address these inequities. The aim of this study was to identify barriers that hinder the inclusion of adequate Indigenous content in curricula across health professions programs. Semi-structured interviews were conducted with 33 faculty members at a university in Canada from various health disciplines. Employing thematic analysis, four principal barriers were identified: (1) the limited number and overburdening of Indigenous faculty,(2) the need for non-Indigenous faculty training and capacity,(3) the lack of oversight and direction regarding curricular content and training approaches, and (4) the limited amount of time in curriculum and competing priorities. Addressing these barriers is necessary to prepare learners to provide equitable health care for Indigenous peoples.  \nKeywords: Indigenous health, health professions, curricula, faculty perspectives, barriers, Canada  \nRésumé  \nMalgré leur risque accru de développer des ennuis de santé, les Autochtones du Canada continuent de subir des inégalités en matière de soins de santé . Les données existantesrévèlent que les étudiants en formation pour devenir des professionnels de la santé et leurs professeurs estiment que leurs programmes d’études actuels ne les préparent pas adéquatement à s’attaquer à ces inégalités. L’objectif de cette étude était d’identifier les obstacles qui entravent l’inclusion de contenu autochtone adéquat dans les programmes d’études dela formation des professionnels de la santé . Des entrevues semi-structurées ont été menées avec 33 membres du corps enseignant, issus de diverses disciplines de la santé, d’une université du Canada. Une analyse thématique a permis d’identifier quatre principaux obstacles : 1) le nombre insuffisant de professeurs autochtones et la surcharge de travail qui en résulte ; 2) la nécessité d’accroître la formation et la capacité des professeurs non autochtones ; 3) le manque de supervision et d’orientation concernant le contenu des programmes et les approches de formation ; et 4) le temps limité qui entraîne une concurrence  \nCanadian Journal of Education /Revue canadienne del’éducation 44:3 (2021) [www.cje-rce.ca](www.cje-rce.ca)  \nde priorité des thèmes abordés. Il est nécessaire de surmonter ces obstacles pour préparer les étudiants à fournir des soins de santé sûrs et équitables aux Autochtones.  \nMots-clés : santé des Autochtones, professionnels de la santé, programmes d’études, perspectives du corps enseignant, obstacles, Canada  \nCanadian Journal of Education /Revue canadienne del’éducation 44:3 (2021) [www.cje-rce.ca](www.cje-rce.ca)  \nIntroduction  \nDespite the unique responsibilities that Canada has to ensure the well-being ofIndigenous peoples, certain Indigenous populations continue to experience the worst health and social outcomes in the country (First Nations Information Governance Centre, 2018; Inuit Tapiriit Kanatami, 2018; Statistics Canada, 2013) . Inequities in the availability, accessibility, and provision of culturally competent and safe health care are in part responsible for the ongoing gaps in health outcomes between Indigenous and non-Indigenous peoples in Canada and elsewhere (Allan & Smylie, 2015; Hole et al., 2015; Indigen","cbCaiu5lmPKNeoUb","https://ap.wps.com/l/cbCaiu5lmPKNeoUb","pdf",220483,28,"English","# Abstract\n# Introduction\n# Training and Education to Improve Health Care for Indigenous Populations","[{\"question\":\"What is the main goal of the study?\",\"answer\":\"The study identifies barriers that prevent the inclusion of sufficient Indigenous content in curricula across health professions programs.\"},{\"question\":\"How was the study conducted and who participated?\",\"answer\":\"Semi-structured interviews were conducted with 33 faculty members at a Canadian university from various health disciplines, followed by thematic analysis.\"},{\"question\":\"What four barriers were identified?\",\"answer\":\"The barriers were: limited numbers and overburdening of Indigenous faculty; the need for training and capacity-building for non-Indigenous faculty; lack of oversight and direction for curricular content and training approaches; and limited time within curricula with competing priorities.\"}]","Barriers to Including Indigenous Content in Canadian Health Professions Curricula | PDF",71]