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Dr Elana Curtis, AP Papaarangi Reid, Dr Mark Barrow, Dr Airini

Tātou Tātou: Success For All. Improving Māori student success in health professional degree level programmes. Dr Elana Curtis, AP Papaarangi Reid, Dr Mark Barrow, Dr Airini University of Auckland, Aotearoa - New Zealand. Ako Aotearoa Colloquium Wellington, 4 h May, 2011.

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Dr Elana Curtis, AP Papaarangi Reid, Dr Mark Barrow, Dr Airini

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  1. Tātou Tātou: Success For All. Improving Māori student success in health professional degree level programmes. Dr Elana Curtis, AP Papaarangi Reid, Dr Mark Barrow, Dr Airini University of Auckland, Aotearoa - New Zealand Ako Aotearoa Colloquium Wellington, 4h May, 2011

  2. Presentation summary • TātouTātouProject • Faculty of Medical and Health Sciences • Methods/Methodology • Nursing findings • Challenges/lessons

  3. Tātou Tātou Project • 18-month qualitative project • Builds on TLRI project “Success For All” • Māori student “success” in health professional programmes at FMHS • Nursing, Medicine, Pharmacy, Health Sciences • Involves academic representatives and MAPAS staff (working together) • Unique, novel research project • Non-lecture based teaching and learning, includes clinical contexts • tutorials/seminars/workshops/laboratories, small group clinical teaching (e.g. ward rounds, bed-side), case studies/Problem Based Learning (PBL), work based placement / internships

  4. Research Questions • What teaching practices in non-lecture contexts help or hinder Māori success? • What changes does research suggest are needed to teaching/higher education to best support Māori success in degree-level study health professions?

  5. Faculty of Medical and Health Sciences • 4 degree programmes • Nursing – 3 years, clinical placements Y2/3 • Pharmacy – 4 years, clinical Y4 • Medicine – 6 years, clinical Y4-6 • Health Sciences – 3 years, non-clinical, work experience • Limited exploration/research within faculty to date • Supported by MAPAS • Māori and Pacific Admission Scheme

  6. MAPAS • Eligibility is whakapapa based • Admission process • MMI (multiple mini-interview), Maths/English testing, whānau feedback, recommendations post NCEA • Academic support • Tutorials, study weeks/retreats, space • Pastoral support • Co-ordinator, wānanga, cohort meetings • Academic representation • Board of Examiners, Faculty Committees

  7. Methods • Student interviews • Aimed for 10 per programme • Critical Incident Technique • Can you describe a time when the teaching and learning practices has helped (or hindered) your success in X? • Trigger, Action, Outcome • Collaboratively group incidents into categories, sub-categories • 3 contexts • Non-clinical, Clinical, MAPAS • Validation/Reliability Testing • Focus Groups

  8. Methodology • Kaupapa Māori • Research design, implementation, analysis, report writing and dissemination • Māori-led, Māori input all stages • Culturally appropriate, safe • Give way rule (acknowledge limitations) • Rejection of victim blame/cultural deficit theories

  9. Progress to Date • 41 interviews (transcribed, categorised) • Medicine – 17 • Health Sciences – 14 • Nursing – 7 • Pharmacy - 3 • Progress made (VRT and Focus groups) • Conducted but not ideal • Second phase of data analysis in progress • Re-categorisation • Nursing data most developed

  10. Overall results - preliminary • BHSc data provided nearly double no. of incidents • Similar proportions of help and hinder across programmes • Likely to change as data fully reviewed

  11. Nursing - preliminary

  12. Provide culturally appropriate academic and pastoral support • MAPAS tutorials/study groups • MAPAS Coordination MAPAS domain, Help, Year 1 Nursing student.

  13. Use best practice teaching and learning methods • Māori Health Week • Nursing tutorials (content/size) Non-clinical Domain, Hinder, Recent Graduate Nursing.

  14. Provide a supportive learning environment • Resources • Awareness of tertiary study Non-clinical Domain, Hinder, Year 1 Nursing student.

  15. Recognise the importance of Nursing cohort cohesion • Group learning Non-clinical Domain, Help, Year 1 Nursing student.

  16. Address stigma regarding MAPAS quota • Awareness of MAPAS support MAPAS Domain, Hinder, Year 3 Nursing student.

  17. Ensure clinical staff understand their impact on student learning • Staff characteristics Clinical Domain, Hinder, Year 3 Nursing student.

  18. Challenges/Lessons • Get student recruitment right • Know/use your denominator • Get interviewers on track • Invest in training/tracking (++++) • Invest in research administration • Overestimate time/resources required to complete analysis • Avoid going on maternity leave!

  19. Summary • Need to ensure quality analysis • Need to fully review categories/sub-categories within and across the 4 programme • Explore domains – what have we learnt about clinical contexts etc? • Next steps • Repeat VRT • Develop QTTe toolkit • Draft papers/present findings

  20. Students Tātou Tātou Team MBChB – AP Philipppa Poole, Dr Myra Ruka BHSc – Dr Bridget Kool Nursing– Michelle Honey Pharmacy – Fiona Kelly MAPAS – William Nepia, Dwain Hindricksen, Torise Lualua, Fa’asou Manu Research Asssistant – Erena Wikaire PI Dr Elana Curtis Ako Aotearoa Acknowledgments

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