Open AccessAssessing Indigenous Cultural Safety Learning using Modified Reflexive Visual Arts
Author(s) -
Jason Min,
Kimberley MacNeil,
Filip Zekic,
Larry Leung
Publication year - 2021
Publication title -
innovations in pharmacy
Language(s) - English
Resource type - Journals
ISSN - 2155-0417
DOI - 10.24926/iip.v12i3.3692
Subject(s) - focus group , summative assessment , qualitative property , experiential learning , indigenous , psychology , reflexivity , class (philosophy) , pharmacy , medical education , pedagogy , medicine , computer science , formative assessment , sociology , nursing , ecology , social science , machine learning , artificial intelligence , anthropology , biology
Objective: Assessing Indigenous cultural safety learning in pharmacy students using modified reflexive visual artsInnovation: Traditional quantitative assessment methods are often ineffective and impractical for the evaluation of Indigenous cultural safety learning. Existing qualitative assessment methods have shown potential in small-class and experiential environments, but evidence to guide the scalability and use in a large lecture format is sparse. An innovative, visual arts-based qualitative assessment of cultural safety learning was developed and deployed to 223 first-year pharmacy students. The assessment was deployed in a pre- and post-term style in a foundational pharmacy module that included content on Indigenous health and cultural safety. The pre-term assessment included two activities for students: 1) a visual art self-reflection requiring students to use any visual art medium to depict what they think it means to practice as a pharmacist with cultural safety, accompanied by a brief written description and (2) an in-class session with a brief lecture component, small and large group sharing of reflections, debrief of experiences, and student peer review of the visual reflections. The post-term portion included a similar self-reflection activity and an in-class session that now asked students in their small groups to: 1) compare their pre/post reflections, and 2) collectively create a new summative visual that depicts the entire group’s thoughts. Surveys and a focus group were used as an additional source of data.Critical Analysis: Survey responses (n=215) indicated that feedback for the assessment was highly positive, with 77% of students recommending the activity for future first-year pharmacy students. Students also validated the utility of the assessment, with 70% strongly or somewhat agreeing that the activity was valuable for their learning, 80% strongly or somewhat agreeing that the activity stimulated their thinking, and 81% strongly or somewhat agreeing the activity accurately reflected their true feelings on practicing cross-culturally.