Predictors of academic success for Māori, Pacific and non-Māori non-Pacific students in health professional education: a quantitative analysis

Diversity and development of Indigenous rehabilitation professional student identity

BACKGROUND

In Canada, disparities between Indigenous and non-Indigenous Peoples continue to exist in health and education because of the past and current harms of racism and colonization. One step towards closing health gaps is clinicians who can provide health and social care services that are free of racism and mistrust. Indigenous health providers are in the best position to provide this culturally relevant and safe care to their own communities. Therefore, more Indigenous students graduating from health professional programs are required to meet these needs. Indigenous identity support can be a facilitator for Indigenous student academic success but developing one's Indigenous identity can be challenging in post-secondary education environments. We explored how Indigenous rehabilitation students expressed, and wanted to be supported in their identity and academic success.

METHODS

Using a narrative inquiry approach, we conducted interviews with seven students from the occupational, physical, and respiratory therapy programs of a Canadian university. Students were asked to tell their story of learning about, applying to, and being in their rehabilitation program and how their Indigenous identity impacted these experiences. Data analysis was conducted by Indigenous and non-Indigenous team members, analyzing the stories on interaction of the participant with (1) themselves and others, (2) time, and (3) situation or place.

RESULTS

The researchers developed seven mini-stories, one for each participant, to illustrate the variation between participant experiences in the development of their Indigenous and professional identity, before and during their rehabilitation program. The students appreciated the opportunities afforded to them by being admitted to their programs in a Indigenous Peoples category, including identity affirmation. However, for most students, being in this category came with feared and/or experienced stigma. The work to develop a health professional identity brought even more complexity to the already complex work of developing and maintaining an Indigenous identity in the colonized university environment.

CONCLUSION

This study highlights the complexity of developing a rehabilitation professional identity as an Indigenous student. The participant stories call for universities to transform into an environment where Indigenous students can be fully accepted for their unique gifts and the identities given to them at birth.

Anatomical sciences education needs to promote academic excellence of ethnic minority students-Evidence from Pasifika students at the University of Otago

The Department of Anatomy at the University of Otago offers anatomical sciences education for various programs, but currently, little information is available on how the academic performance of anatomy students differ based on ethnicities. Here, we aim to determine if there is an ethnic disparity in academic performance among anatomy students at the University of Otago. We conducted a 5-year review of academic performance of New Zealand European (NZE) and Pasifika students in 10 undergraduate anatomy courses, including clinical anatomy, neuroscience, reproduction, cell biology, and biological anthropology. NZE students achieved higher marks than Pasifika students in each academic year for four courses and in 3-4 of 5 academic years for the remaining courses. In eight courses, there were higher proportions of Pasifika students than NZE students who repeated the courses (in 4-5 of 5 academic years for two courses, in 1-2 of 5 academic years for six courses). Multiple regression analyses showed that Pasifika students were more likely to achieve lower marks than NZE students in all courses. Other predictors for academic marks included year of study for five courses, age for three courses, international student status for two courses, major specialization for eight courses, home location for one course, and gender for one course. Data from this research provide evidence that ethnic inequity may exist in anatomical sciences education, and can be used by institutions globally to justify evaluating their anatomy programs, with the aim to better support ethnic minority students who may be struggling academically.

The do's, don'ts and don't knows of redressing differential attainment related to race/ethnicity in medical schools

INTRODUCTION

Systematic and structural inequities in power and privilege create differential attainment whereby differences in average levels of performance are observed between students from different socio-demographic groups. This paper reviews the international evidence on differential attainment related to ethnicity/race in medical school, drawing together the key messages from research to date to provide guidance for educators to operationalize and enact change and identify areas for further research.

METHODS

Authors first identified areas of conceptual importance within differential attainment (learning, assessment, and systems/institutional factors) which were then the focus of a targeted review of the literature on differential attainment related to ethnicity/race in medical education and, where available and relevant, literature from higher education more generally. Each author then conducted a review of the literature and proposed guidelines based on their experience and research literature. The guidelines were iteratively reviewed and refined between all authors until we reached consensus on the Do's, Don'ts and Don't Knows.

RESULTS

We present 13 guidelines with a summary of the research evidence for each. Guidelines address assessment practices (assessment design, assessment formats, use of assessments and post-hoc analysis) and educational systems and cultures (student experience, learning environment, faculty diversity and diversity practices).

CONCLUSIONS

Differential attainment related to ethnicity/race is a complex, systemic problem reflective of unequal norms and practices within broader society and evident throughout assessment practices, the learning environment and student experiences at medical school. Currently, the strongest empirical evidence is around assessment processes themselves. There is emerging evidence of minoritized students facing discrimination and having different learning experiences in medical school, but more studies are needed. There is a pressing need for research on how to effectively redress systemic issues within our medical schools, particularly related to inequity in teaching and learning.

Understanding the general practice nursing workforce in New Zealand: an overview of characteristics 2015-19

Limited knowledge about the nursing workforce in New Zealand general practice inhibits the optimal use of nurses in this increasingly complex setting. Using workforce survey data published biennially by the Nursing Council of New Zealand, this study describes the characteristics of nurses in general practice and contrasts them with the greater nursing workforce, including consideration of changes in the profiles between 2015 and 2019. The findings suggest the general practice nursing workforce is older, less diverse, more predominately New Zealand trained and very much more likely to work part-time than other nurses. There is evidence that nurses in general practice are increasingly primary health care focused, as they take on expanded roles and responsibilities. However, ambiguity about terminology and the inability to track individuals in the data are limitations of this study. Therefore, it was not possible to identify and describe cohorts of nurses in general practice by important characteristics, such as prescribing authority, regionality and rurality. A greater national focus on defining and tracking this pivotal workforce is called for to overcome role confusion and better facilitate the use of nursing scopes of practice.

Factors influencing Māori student nurse retention and success: An integrative literature review

BACKGROUND

Improving indigenous health outcomes requires a strong indigenous nurse presence. Increasing the retention and success of nursing students during their education supports the critical mass needed to implement change in the health workforce to better address indigenous population health needs.

OBJECTIVES

To explore the factors affecting retention and success of Māori undergraduate nursing students in New Zealand.

DESIGN

A Kaupapa Māori research framework was utilised within an integrative review design.

DATA SOURCES

CINAHL Plus, Scopus, and Google Scholar databases were searched using the keywords Māori, indigenous, nursing, health, education, retention and success.

REVIEW METHODS

An iterative process was used to integrate and synthesize the literature. Thematic analysis was carried out to establish key concepts present in the literature and to establish gaps.

RESULTS

Māori student identity, institutional support factors and programme factors play a role in Māori student success and retention. Both the university environment and whānau (family) support contribute to a strong sense of identity. The institution's ability to facilitate peer mentoring, provide safe spaces for study and specialised support services also play a role. Finally, programme factors such as faculty culture, teaching practices and curriculum content affect the student's experience and desire to remain in nursing.

CONCLUSIONS

Improving student retention and success requires an environment which is welcoming and respectful of indigenous values and strengths. Strategies which encourage students to be self-empowered in their learning, ensure equity of opportunity, facilitate working together and enable the development of good relationships will meet the needs of all students, not just Māori.

Preadmission predictors of academic performance in a pharmacy program: A longitudinal, multi-cohort study

INTRODUCTION

This study examined the extent to which a preadmission health science program and demographic variables predicted academic performance throughout an undergraduate pharmacy degree (BPharm) program.

METHODS

A longitudinal, multi-cohort study was undertaken of 557 students admitted to the University of Otago School of Pharmacy BPharm program between 2008 and 2012, from a preceding health science year (HSFY). Preadmission baseline data including health science grade point average (GPA), sex, age, ethnicity, residency status, and high school qualifications were matched against outputs of GPA performances in all three years of the BPharm program using regression analyses.

RESULTS

Five hundred thirty-eight students (96.6%) completed their BPharm degree. The regression models were significantly predictive of performance in the BPharm program with 57%, 43% and 38% of variances explained for GPA performance across years two, three and four, respectively (p < 0.001). Demographic variables including being male, being from certain minority ethnic groups or not having a specific domestic high school qualification were associated with lower GPA performances across the BPharm program compared to reference groups.

DISCUSSION AND CONCLUSIONS

Determining admission from performance rankings as the single selection tool holds reasonable predictive value early in progression, however additional measures may be warranted to better predict performances extending beyond the first year of the BPharm program.