The purpose of the program is to strengthen the physiotherapy workforce and promote reconciliation efforts through cultural advocacy, making healthcare more equitable.
The Doctor of Physiotherapy’s First Nations curriculum and assessments have been designed in collaboration with First Nations physiotherapists to reflect First Nations experiences, cultures and knowledges, guided by three key principles:
- First Nations leadership and self-determination: The redesign was led by Kija Bardi physiotherapist and Lecturer, Ellie White, who collaborated with several other First Nations colleagues, centering First Nations knowledges, with support by non-Indigenous ally and Senior Lecturer, Dr Rachel Toovey.
- Co-facilitated teaching: To minimise colonial load on First Nations tutors, and more accurately represent the definition of reconciliation, all First Nations teachings are co-facilitated by both a First Nations tutor, and non-Indigenous tutor.
- Shifting the narrative from colonial constructs to celebrating First Nations ways of knowing, being and doing: Strengths-based and inclusive language is prioritised across all curriculum and assessments including numerous cultural immersive experiences, which better reflect learning outcomes in a less colonial setting.
These principles, not only enhance learning for all students but equally consider the safety and wellbeing of First Nations staff.
The University of Melbourne’s Doctor of Physiotherapy curriculum and assessment changes have been carried out across 2023 and 2024. Preliminary evaluation from Doctor of Physiotherapy students and tutors demonstrates First Nations leadership with one First Nations tutor reporting they were: “in awe of the way in which this program has transformed the way we share our knowledge, culture and stories with students”; co-facilitated teaching which one non-Indigenous tutor felt “very privileged” to be involved in; and centering First Nations knowledges, with a student reflecting on: “hear[ing] the red river gums blowing above, and I’m left with the feeling of enlightenment rushing through my body... Learnings from this shared space have shifted my approach regarding cultural safety”.
This commitment to program innovation, inclusivity, and cultural competence enables students (emerging physiotherapists) to contribute to improving the health and wellbeing outcomes of First Nations peoples in Australia. Formal program evaluation is planned.
The University of Melbourne’s Doctor of Physiotherapy curriculum and assessment approach can be applied in tertiary education settings internationally; with consideration of local context.
Education
Cultural Safety
