title: Exposing the hidden curriculum influencing medical education on the health of Indigenous people in Australia and New Zealand: the role of the Critical Reflection Tool.
abstract: The disparity in health status between Indigenous and non-Indigenous people in Australia and New Zealand is widely known, and efforts to address this through medical education are evidenced by initiatives such as the Committee of Deans of Australian Medical Schools' Indigenous Health Curriculum Framework. These efforts have focused primarily on formal curriculum reform. In this article, the authors discuss the role of the hidden curriculum in influencing the teaching and learning of Indigenous health (i.e., the health of Indigenous people) during medical training and suggest that in order to achieve significant changes in learning outcomes, there needs to be better alignment of the formal and hidden curriculum. They describe the Critical Reflection Tool as a potential resource through which educators might begin to identify the dimensions of their institution's hidden curricula. If used effectively, the process may guide institutions to better equip medical school graduates with the training necessary to advance changes in Indigenous health.
authors.affiliation: Onemda VicHealth Koori Health Unit, Centre for Health and Society, Melbourne School of Population Health, Faculty of Medicine, Dentistry and Health Sciences, The University of Melbourne, Australia.
authors.forename: Shaun
authors.initials: S
authors.lastname: Ewen
authors.forename: Odette
authors.initials: O
authors.lastname: Mazel
authors.forename: Debra
authors.initials: D
authors.lastname: Knoche
mesh_terms: D001291:Attitude of Health Personnel; D001315:Australia; D003479:Curriculum; D004501:Education, Medical / Q000379:methods*; D005180:Faculty, Medical; D054624:Health Status Disparities; D006801:Humans; D007400:Interprofessional Relations; D009520:New Zealand; D015279:Organizational Culture; D015397:Program Evaluation; D012577:Schools, Medical