‘I learned more than from any lecture’ – Indigenous place and space for teaching Indigenous health to physiotherapy students

Abstract

Background: Australian Indigenous health remains inequitable on a number of health outcomes compared to non-Indigenous Australians. Preventable chronic conditions make up a large proportion of the ‘gap’ in Indigenous health. Physiotherapists have expertise in the management of such conditions and health promotion in the areas of physical activity, pain and symptom management, managing the impact of co-morbidities and promoting self-management. However, there is little published literature regarding effective approaches of teaching Indigenous health to entry-to-practice physiotherapy students.

Objectives: This paper offers insights from an innovative Indigenous pedagogical approach for second year Doctor of Physiotherapy students at the University of Melbourne that explores indigenized place and space in the teaching of Indigenous health.

Major findings: Student feedback indicated that aspects of the session were effective in the context of ‘a productive tension’ evidenced by insightful, constructive, and empathic reflections.

Conclusions: A demonstrated willingness by students to engage with an indigenized place and to engage with the ‘tension’ indicated the shift required in the physiotherapy academic space.

Keywords:

• Physical therapy
• Indigenous health
• Indigenized space
• Education
• Cultural safety
• Biopsychosocial model
• Patient-centered care