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Arts informed indigenous research: Listening to Indigenous Peoples' knowledges in health professions education.

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Τίτλος: Arts informed indigenous research: Listening to Indigenous Peoples' knowledges in health professions education.
Συγγραφείς: Adams K; Gukwonderuk Indigenous Health Workforces Centre, Monash University, Melbourne, Victoria, Australia., Stuart L; School of Health, University of the Sunshine Coast, Sunshine Coast, Queensland, Australia., Drummond A; Congress of Aboriginal and Torres Strait Islander Nurses and Midwives, Brisbane, Queensland, Australia., Deravin L; Office of the Pro Vice Chancellor, University of Southern Queensland, Toowoomba, Queensland, Australia., Bonanno O; University of Melbourne, Melbourne, Victoria, Australia., Saunders V; Jawun Research Centre, University of Central Queensland, Cairns, Queensland, Australia.
Πηγή: Medical education [Med Educ] 2026 Oct; Vol. 60 (10), pp. 1092-1101. Date of Electronic Publication: 2026 Jul 10.
Τύπος έκδοσης: Journal Article
Γλώσσα: English
Στοιχεία περιοδικού: Publisher: Wiley-Blackwell Country of Publication: England NLM ID: 7605655 Publication Model: Print-Electronic Cited Medium: Internet ISSN: 1365-2923 (Electronic) Linking ISSN: 03080110 NLM ISO Abbreviation: Med Educ Subsets: MEDLINE
Imprint Name(s): Publication: Oxford : Wiley-Blackwell
Original Publication: Oxford, Blackwell Scientific Publications.
Ιατρικοί όροι (MeSH): Indigenous Peoples*/psychology , Health Personnel*/education , Art* , Knowledge* , Education, Medical*, Humans ; Colonialism ; Health Services, Indigenous ; Information Dissemination
Περίληψη: Context: The 2007 United Nations Declaration on the Rights of Indigenous Peoples affirms Indigenous Peoples' right to maintain, control, protect and develop their knowledge systems, including knowledges of sciences and technologies of medicine and health. It could, however, be argued that this right is typically not upheld in health professions education (HPE), as the broader HPE community perceives dominant colonial ideologies as supreme. Yet, Indigenous Peoples' knowledges promote futurity. They can protect communities and promote healing for everyone from colonising harms. However, engaging with Indigenous Peoples' knowledges in HPE is not straightforward, as a contested cultural interface exists between knowledge systems. This article shares how Arts Informed Indigenous Research (AIIR) can illuminate ways to grow Indigenous knowledges into HPE. We outline the context and problem, describe AIIR's conceptual frame and praxis and share a praxis example.
Approach: Informed by arts-based research paradigms, AIIR embeds and embodies an Indigenist research agenda. AIIR also incorporates storywork drawing attention to storying complexity. Indigenous Peoples engage AIIR to deeply investigate research questions and solve complex issues often caused by colonisation. Importantly, AIIR is Indigenous Peoples led and engages knowledge holder diversity through sensory and symbolic forms that create reflection. For many research methods, researchers perform data analysis. However, in AIIR knowledge holders make meaning through creativity, searching for ideas and interrelated understanding. Researchers revere created knowledges with honour and show reciprocity by strengthening story impact.
Conclusion: Incorporating Indigenous knowledge within HPE is not straightforward, as colonial ideologies continue to dominate the field. However, AIIR can support engagement between divergent western and Indigenous knowledge systems by creating ethical, critically reflective and relational spaces that promote anti-colonial listening. Additionally, AIIR offers methods to generate insights into ways the broader HPE community can relinquish colonial power to make space in HPE for Indigenous Peoples' knowledges of futurity.
(© 2026 The Author(s). Medical Education published by Association for the Study of Medical Education and John Wiley & Sons Ltd.)
References: Health Care Women Int. 2014;35(10):1216-26. (PMID: 23980668)
Med Educ. 2025 Jan;59(1):114-123. (PMID: 38992874)
Acad Med. 2021 Nov 1;96(11S):S9-S12. (PMID: 34380933)
BMJ. 2023 Oct 16;383:2294. (PMID: 37844932)
Explore (NY). 2025 May-Jun;21(3):103144. (PMID: 40088730)
Med Educ. 2024 Jan;58(1):149-156. (PMID: 37329219)
Soc Sci Med. 2022 Jul;305:115047. (PMID: 35617764)
BMC Public Health. 2019 Dec 5;19(1):1637. (PMID: 31805907)
PLOS Glob Public Health. 2024 Aug 29;4(8):e0003634. (PMID: 39208313)
Med Educ. 2026 Oct;60(10):1092-1101. (PMID: 42432830)
Can J Public Health. 2020 Oct;111(5):667-681. (PMID: 32109314)
Grant Information: IN230100003 Australian Research Council
Entry Date(s): Date Created: 20260711 Date Completed: 20260911 Latest Revision: 20260915
Update Code: 20260915
PubMed Central ID: PMC13569252
DOI: 10.1111/medu.70259
PMID: 42432830
Βάση Δεδομένων: MEDLINE
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  Data: Arts informed indigenous research: Listening to Indigenous Peoples' knowledges in health professions education.
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  Data: <searchLink fieldCode="AU" term="%22Adams+K%22">Adams K</searchLink>; Gukwonderuk Indigenous Health Workforces Centre, Monash University, Melbourne, Victoria, Australia.<br /><searchLink fieldCode="AU" term="%22Stuart+L%22">Stuart L</searchLink>; School of Health, University of the Sunshine Coast, Sunshine Coast, Queensland, Australia.<br /><searchLink fieldCode="AU" term="%22Drummond+A%22">Drummond A</searchLink>; Congress of Aboriginal and Torres Strait Islander Nurses and Midwives, Brisbane, Queensland, Australia.<br /><searchLink fieldCode="AU" term="%22Deravin+L%22">Deravin L</searchLink>; Office of the Pro Vice Chancellor, University of Southern Queensland, Toowoomba, Queensland, Australia.<br /><searchLink fieldCode="AU" term="%22Bonanno+O%22">Bonanno O</searchLink>; University of Melbourne, Melbourne, Victoria, Australia.<br /><searchLink fieldCode="AU" term="%22Saunders+V%22">Saunders V</searchLink>; Jawun Research Centre, University of Central Queensland, Cairns, Queensland, Australia.
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  Data: Context: The 2007 United Nations Declaration on the Rights of Indigenous Peoples affirms Indigenous Peoples' right to maintain, control, protect and develop their knowledge systems, including knowledges of sciences and technologies of medicine and health. It could, however, be argued that this right is typically not upheld in health professions education (HPE), as the broader HPE community perceives dominant colonial ideologies as supreme. Yet, Indigenous Peoples' knowledges promote futurity. They can protect communities and promote healing for everyone from colonising harms. However, engaging with Indigenous Peoples' knowledges in HPE is not straightforward, as a contested cultural interface exists between knowledge systems. This article shares how Arts Informed Indigenous Research (AIIR) can illuminate ways to grow Indigenous knowledges into HPE. We outline the context and problem, describe AIIR's conceptual frame and praxis and share a praxis example.<br />Approach: Informed by arts-based research paradigms, AIIR embeds and embodies an Indigenist research agenda. AIIR also incorporates storywork drawing attention to storying complexity. Indigenous Peoples engage AIIR to deeply investigate research questions and solve complex issues often caused by colonisation. Importantly, AIIR is Indigenous Peoples led and engages knowledge holder diversity through sensory and symbolic forms that create reflection. For many research methods, researchers perform data analysis. However, in AIIR knowledge holders make meaning through creativity, searching for ideas and interrelated understanding. Researchers revere created knowledges with honour and show reciprocity by strengthening story impact.<br />Conclusion: Incorporating Indigenous knowledge within HPE is not straightforward, as colonial ideologies continue to dominate the field. However, AIIR can support engagement between divergent western and Indigenous knowledge systems by creating ethical, critically reflective and relational spaces that promote anti-colonial listening. Additionally, AIIR offers methods to generate insights into ways the broader HPE community can relinquish colonial power to make space in HPE for Indigenous Peoples' knowledges of futurity.<br /> (© 2026 The Author(s). Medical Education published by Association for the Study of Medical Education and John Wiley & Sons Ltd.)
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  Data: Health Care Women Int. 2014;35(10):1216-26. (PMID: <searchLink fieldCode="PM" term="%2223980668%22">23980668)</searchLink><br />Med Educ. 2025 Jan;59(1):114-123. (PMID: <searchLink fieldCode="PM" term="%2238992874%22">38992874)</searchLink><br />Acad Med. 2021 Nov 1;96(11S):S9-S12. (PMID: <searchLink fieldCode="PM" term="%2234380933%22">34380933)</searchLink><br />BMJ. 2023 Oct 16;383:2294. (PMID: <searchLink fieldCode="PM" term="%2237844932%22">37844932)</searchLink><br />Explore (NY). 2025 May-Jun;21(3):103144. (PMID: <searchLink fieldCode="PM" term="%2240088730%22">40088730)</searchLink><br />Med Educ. 2024 Jan;58(1):149-156. (PMID: <searchLink fieldCode="PM" term="%2237329219%22">37329219)</searchLink><br />Soc Sci Med. 2022 Jul;305:115047. (PMID: <searchLink fieldCode="PM" term="%2235617764%22">35617764)</searchLink><br />BMC Public Health. 2019 Dec 5;19(1):1637. (PMID: <searchLink fieldCode="PM" term="%2231805907%22">31805907)</searchLink><br />PLOS Glob Public Health. 2024 Aug 29;4(8):e0003634. (PMID: <searchLink fieldCode="PM" term="%2239208313%22">39208313)</searchLink><br />Med Educ. 2026 Oct;60(10):1092-1101. (PMID: <searchLink fieldCode="PM" term="%2242432830%22">42432830)</searchLink><br />Can J Public Health. 2020 Oct;111(5):667-681. (PMID: <searchLink fieldCode="PM" term="%2232109314%22">32109314)</searchLink>
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