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An "All Teach, All Learn" Approach to Research Capacity Strengthening in Indigenous Primary Health Care Continuous Quality Improvement.

Authors
  • McPhail-Bell, Karen1, 2
  • Matthews, Veronica2
  • Bainbridge, Roxanne3
  • Redman-MacLaren, Michelle Louise3, 4
  • Askew, Deborah5, 6
  • Ramanathan, Shanthi7
  • Bailie, Jodie2
  • Bailie, Ross2
  • 1 Poche Centre for Indigenous Health, Sydney Medical School, The University of Sydney, Camperdown, NSW, Australia. , (Australia)
  • 2 University Centre for Rural Health, The University of Sydney, Lismore, NSW, Australia. , (Australia)
  • 3 Centre for Indigenous Health Equity Research, CQUniversity, Cairns, QLD, Australia. , (Australia)
  • 4 College of Medicine and Dentistry, James Cook University, Cairns, QLD, Australia. , (Australia)
  • 5 Primary Care Clinical Unit, The University of Queensland, Herston, QLD, Australia. , (Australia)
  • 6 Southern Queensland Centre of Excellence in Aboriginal and Torres Strait Islander Primary Health Care (Inala Indigenous Health Service), Queensland Health, Inala, QLD, Australia. , (Australia)
  • 7 Hunter Medical Research Institute, University of Newcastle, Newcastle, NSW, Australia. , (Australia)
Type
Published Article
Journal
Frontiers in Public Health
Publisher
Frontiers Media SA
Publication Date
Jan 01, 2018
Volume
6
Pages
107–107
Identifiers
DOI: 10.3389/fpubh.2018.00107
PMID: 29761095
Source
Medline
Keywords
Language
English
License
Unknown

Abstract

In Australia, Indigenous people experience poor access to health care and the highest rates of morbidity and mortality of any population group. Despite modest improvements in recent years, concerns remains that Indigenous people have been over-researched without corresponding health improvements. Embedding Indigenous leadership, participation, and priorities in health research is an essential strategy for meaningful change for Indigenous people. To centralize Indigenous perspectives in research processes, a transformative shift away from traditional approaches that have benefited researchers and non-Indigenous agendas is required. This shift must involve concomitant strengthening of the research capacity of Indigenous and non-Indigenous researchers and research translators-all must teach and all must learn. However, there is limited evidence about how to strengthen systems and stakeholder capacity to participate in and lead continuous quality improvement (CQI) research in Indigenous primary health care, to the benefit of Indigenous people. This paper describes the collaborative development of, and principles underpinning, a research capacity strengthening (RCS) model in a national Indigenous primary health care CQI research network. The development process identified the need to address power imbalances, cultural contexts, relationships, systems requirements and existing knowledge, skills, and experience of all parties. Taking a strengths-based perspective, we harnessed existing knowledge, skills and experiences; hence our emphasis on capacity "strengthening". New insights are provided into the complex processes of RCS within the context of CQI in Indigenous primary health care.

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