Table 1.
Summary of key characteristics of the educational interventions included.
| Reference Country |
Learner Level and Field of Study | Site and Type of Educational Intervention | Duration. Delivery Method |
Level of Indigenous Involvement |
|---|---|---|---|---|
| Arnold et al. (2008) [16] Canada |
Undergraduate nursing students. | University. Reciprocal partnership, including community placements. |
Not specified. Face-to-face. |
Initiated, co-designed, and co-delivered. |
| Bernhardt et al. (2011) [59] Canada |
Undergraduate speech-language pathology and audiology students. | University. Unit of study, including community placement. |
8-month teaching period. 26 h in-class teaching time. 26 h out of class time. Face-to-face with some online components. |
Advisory Group established. Co-designed and co-delivered. |
| Bolton and Andrews (2018) [30] Australia |
Doctor of physiotherapy students. | University. Field trip within a unit of study. |
Not specified. Face-to-face. |
Co-designed and co-delivered. |
| Carriage et al. (2017) [24] Australia |
Fifth-year medical students. | University. Rural and remote placements. |
Half-day lecture followed by 5-week placement. Face-to-face. |
Aboriginal Medical Service host organisations, including cultural mentoring. |
| Chiodo et al. (2014) [29] Australia |
Undergraduate psychology students. | University. Unit of study. |
6-week teaching period. 2 h weekly lectures. 1 h weekly tutorials. Face-to-face. |
Includes a ‘diverse teaching group’ and involvement of ‘Indigenous guest speakers.’ |
| Crampton et al. (2003) [25] Aotearoa New Zealand |
Third-year medical students. | University. Cultural immersion placement. |
1 week Face-to-face. |
Consultation and collaboration with local community. |
| Delbridge et al. (2021) [38] Australia |
Undergraduate and postgraduate health professions students. | University. 2 discipline specific PBL modules. 1 inter-professional simulation session. |
PBL modules: Pre-workshop online learning, 1 h seminar, and 3 h workshop. Simulation: Pre-session online learning, length of session not specified. Face-to-face with some online components |
Co-designed involving expert knowledge holders. |
| Demers et al. (2021) [31] Canada |
Undergraduate occupational therapy students. | University. Fieldwork placement. |
Pre-placement self-paced learning. 8-week placement. Face-to-face with some online components. |
Partnership was initiated by a community-based Indigenous OT. |
| Dowell et al. (2001) [60] Aotearoa New Zealand |
Third-year medical students. | University. Cultural immersion placement; part of a unit of study. |
1 week Face-to-face. |
Consultation and collaboration with local community. |
| Durey et al. (2017) [90] Australia |
Health professionals (radiation oncology). | CPE. Workshop. |
2 h workshop. Face-to-face. |
Co-presentation. |
| Duthie et al. (2013) [54] Australia |
Master of social work students. | University. Field experience; part of a unit of study. |
1 day. Face-to-face. |
Co-designed and co-delivered. |
| Fleming et al. (2017) [17] Australia |
Midwifery academic educators. | CPE. Workshops and yarning circles. |
2 half-day workshops and 5 yarning circles; held over a 12-week semester. Face-to-face. |
Co-designed and co-delivered. |
| Gray et al. (2020) [62] Australia |
Undergraduate allied health students. | University. Workshop. |
1 day. Face-to-face. |
Co-designed and co-delivered. |
| Hardcastle and Bradford (2007) [67] Australia |
Nurses and other health professionals. | CPE. Online module. |
6 self-paced learning modules. Online (web-based training programme). |
Initiated, co-designed, and co-delivered. |
| Hart et al. (2015) [18] Australia |
Undergraduate nursing students. | University. Pre-placement unit. Placement (urban, rural, and remote locations). |
Pre-placement semester unit of study. Placement (5 weeks). Face-to-face. |
Collaboration and consultation with Aboriginal Medical Services to set up placements. |
| Herzog (2017) [83] Canada |
Fourth-year medical students. | University. Elective unit of study. |
4 weeks. Face-to-face. |
Development and delivery of learning. |
| Herzog et al. (2021) [68] Canada |
Second-year medical students. | University. Class activity. |
Not specified. Face-to-face |
Not specified. |
| Hudson and Maar (2014) [26] Canada |
First-year medical students. | University. Pre-placement preparation. Placement in community. |
4 weeks (total) 2-week placement in Aboriginal community. 2-week follow-up on campus. Face-to-face with some online components. |
Co-designed, co-delivered, and co-evaluation. |
| Hulko et al. (2021) [19] Canada |
Health professionals (nurses working with dementia patients). | CPE. Module. |
Self-paced, equivalent to 8–10 h completed over 8 weeks. Online and face-to-face components. |
Co-designed and co-delivered. |
| Jackson et al. (2013) [55] Australia |
Masters-level postgraduate health professions students. | University. Workshop within a compulsory subject. |
1 day; 7 discrete sessions. Face-to-face. |
Co-designed and co-delivered. |
| Jamieson et al. (2017) [32] Canada |
First-year occupational therapy students. | University. Modules included in a first year OT course. |
3 × 1 h modules. Face-to-face. |
Co-designed and co-delivered. |
| Joyce (1996) [69] Aotearoa New Zealand |
Undergraduate nursing students. | University. Scaffolded and integrated curriculum across undergraduate programme. |
3-year curriculum. Approximately 252 h total across 3600 h of teaching. Face-to-face. |
Co-delivery of teaching. |
| Kelly et al. (2016) [20] Australia |
Renal health training for new and current nursing staff. | CPE. Workshop (pilot and evaluation). |
Aim is to offer a 1-day workshop. Face-to-face. |
Not specified. |
| Kickett et al. (2014) [56] Australia |
First-year health sciences students. | University. Integrated curricula. |
12-week semester. 2 h weekly tutorials. Offered in two formats: fully online; and face-to-face with some online components. |
Co-coordination. Delivery of teaching. |
| Lucas et al. (2021) [57] Australia |
Master of pharmacy students. | University. Immersive workshop. |
8 h. Face-to-face. |
Co-designed and co-delivered. |
| Maar et al. (2020) [80] Canada |
Pre-clerkship medical students. | University. Simulated clinical scenarios. |
15-min interview and 20-min debrief interview. Face-to-face. |
Co-designed and co-delivered. |
| Mahara et al. (2011) [21] Canada |
Baccalaureate nursing students. | University. Proposed curriculum. Scaffolded and integrated curriculum across the programme; includes a community placement. |
4-year curriculum. Total amount of time not specified. Proposed activities would be face-to-face. |
Conceptualisation, planning, and development. |
| McCartan et al. (2021) [33] Australia |
First-year nutrition science students. | University. Integrated curriculum across first year. |
Integrated across 4 semester-long first-year subjects. Face-to-face. |
Co-designed. |
| Mills et al. (2022) [84] Australia |
Undergraduate health sciences students. | University. Semester-long unit of study. |
Four 3 h workshops across a 12-week unit. 1 face-to-face workshop; 3 online workshops (due to COVID-19). |
Co-designed and co-delivered. |
| Min et al. (2020) [63] Canada |
Third- and fourth-year pharmacy students. | University. One-semester unit of study; includes experiential learning activities. |
3 h per week; 36 h total. Face-to-face. |
Co-designed and co-delivered. |
| Nash et al. (2006) [64] Australia |
Undergraduate nursing students. | University. Scaffolded and integrated curricula across the programme of study. |
Seven units across the programme had content embedded; five were practical placements. Face-to-face with online components. |
Consultation and collaboration in the development. |
| NSW Government Family and Community Services (2007) [85,86,87] Australia |
Not specified. | Vocational training. Units of study within a Certificate III in Aged Care. |
5-day workshop. Face-to-face. |
Contributed to resource development. Required as assessor(s). |
| Oosman et al. (2019) [58] Canada |
Master of physical therapy students. | University. Pre-placement orientation session. Placement in community. |
Varied length, 2–4-week placements. 2 days per week in a health facility, 3 days per week in community. Face-to-face. |
Design and delivery of community practicum. |
| Paul et al. (2019) [27] Australia |
Medical students, first to fourth year. | University. Vertically and horizontally integrated curriculum. |
Activities included in the curriculum vary between 1 h (smoking ceremony and welcome to country) and 8-weeks (rural GP and psychiatry rotation). Face-to-face. |
Aboriginal health team responsible for coordination, development, implementation, and evaluation. |
| Power et al. (2020) [22] Australia |
Third-year nursing students. | University. Elective clinical placement. |
Not specified. Face-to-face. |
Written and facilitated. |
| Ramsden (1992) [70] Aotearoa New Zealand |
Undergraduate nursing and midwifery students. | University. Proposed curriculum framework. |
Not specified, but curricula to be scaffolded and embedded throughout the programmes. Not specified. |
Conceptualisation of framework. |
| Richardson et al. (2017) [71] Canada |
Child and youth mental health workers. | CPE. Short course. |
5-day training programme. Face-to-face. |
Co-designed and co-delivered. |
| Royal Australian College of General Practitioners (2011) [36] Australia |
Medical practitioners. | CPE. Framework for delivery; to be developed and delivered on a case-by-case basis by accredited trainers. |
Minimum 6 h, up to 10 h of structured learning. Must also include preparatory activities. Mandatory 6 h face-to-face; can also include online components. |
Planning, delivery, and evaluation of the programme. |
| Ryder et al. (2013) [28] Australia |
Second- and third-year medical students. | University. Structured clinical simulations. |
3 h session. Face-to-face. |
Co-designed and co-delivered. |
| Sjoberg and McDermott (2016) [73] Australia |
Health professions students (undergraduate and postgraduate). | University. Assessment included within a semester-long unit of study. |
Not specified. Face-to-face. |
Development. |
| Thackrah and Thomson (2013) [23] Australia |
First-year midwifery students. | University. Semester-long unit of study. |
12-week semester. 2 contact hours per week. Face-to-face. |
Co-designed and co-delivered. |
| The Royal New Zealand College of General Practitioners (n.d.) [91] Aotearoa New Zealand |
Practicing general practitioners. | CPE. Online training module. |
Self-paced training module. Online. |
Development and presentation. |
| Thorpe and Burgess (2012) [66] Australia |
Undergraduate preservice teachers. | University. Semester-long unit of study. |
12-week semester. Weekly contact time not specified. Face-to-face. |
Co-designed and co-delivered. |
| West et al. (2021) [81] Australia |
Final year undergraduate podiatry students. | University. Immersive clinical placement. |
Minimum of four 1-day placements over the final year of study. Face-to-face |
Clinic is staffed by Aboriginal health professionals. |