HP 211 Curriculum Design for HPEd (MEMG)

Sociocultural Foundation gives enthusiasts a chance at globalization. It bridges the gap between the established biases brought by the Western understanding of education to cultures with a varied and different approach to life itself. This approach can also help Community HCPs to tailor-fit their management to the locals of their communities because after all, good patient care is a patient heard -- a big leap for social justice.

Socio-cultural foundation being integrated into a curriculum fosters an education that considers the external factors affecting learning such as the students' cultural perspective which allows educators to develop teaching strategies that are culturally responsive and relevant to the lives of the students. It also encourages social awareness and fosters a learning environment that is responsive to the needs of their society.

Thank you for this discussion. The sociocultural foundations of curriculum planning based on the Māori curriculum emphasize the inclusion of indigenous knowledge, values, and practices, promoting a culturally responsive approach. It promotes respect for indigenous health practices, community involvement, and cultural competence. Therefore, when addressing health disparities, healthcare workers should be prepared to serve various groups with cultural understanding. Incorporating indigenous knowledge in community-based approaches to care, may inspire other countries like the Philippines to follow. Though issues like colonization and healthcare access vary significantly, challenges exist throughout diverse developing countries like overcoming resource limitations, addressing systemic inequalities, and ensuring healthcare institutions to embrace cultural competence.

Thank you for this engaging presentation.
I believe that understanding socio-cultural factors will help us health professionals identify and address disparities in health outcomes, leading to more equitable care for all populations.

I liked the format of your discussion very much :)

I think that sociocultural foundations weigh very differently in nations that have been colonized, since it is always the goal of colonizers to suppress indigenous culture to continuously assert their authority. I know it was a long and difficult road for indigenous people of Australia and New Zealand to overcome the cultural suppression by the British Empire. We see the same thing in our own local schools, even years after our supposed liberation. The influence of colonial masters is too deep-seated and hinders us from progress. Incorporating a sociocultural framework or foundation in our curricula is a necessary step towards meaningful education.

Thank you for a very interesting and informative discussion. The drive for inclusion and social justice is inspiring. Philippines is a culturally diverse country. How can we unify the different cultures, social beliefs, and local medical understanding into a cohesive and inclusive socio-cultural curriculum in medicine? Legal frameworks of the country mandate schools to take into account the cultural and social circumstances of the students but not similar to the guidelines set by the New Zealand where integration is beyond knowing the circumstances, but it embraced the culture, its practices and the Māori community into the curriculum and workforce.
Are there medical schools in the Philippines with curriculum similar to New Zealand?

My added learning in this presentation is about cultural competency vs cultural safety. The sociocultural foundation of curriculum planning emphasizes cultural safety. It is not enough to respect and understand the culture of the indigenous communities in learning about them as a people and a community in curriculum planning but to be able to engage them as individual persons in an environment which is spiritually, socially, emotionally and physically safe for them and accepting them for who they are and what they need. The principles of self-determination, participation in decision making, respect for and protection of culture, equality and nondiscrimination must be followed. The Philippines has a lot of different indigenous groups and for healthcare to be truly inclusive the training of future health professionals must adhere to these principles.

It is nice to learn about the Maori.
It is true that importance of socio-cultural in medical education should be emphasized so thst future healthcare professionals can understand and respond to the cultural, social, economic, and political factors that shape healthcare delivery and patient outcomes. Socio-cultural awareness in the curriculum promotes a more holistic approach to medicine. By integrating topics such as cultural competence, social determinants of health, health equity, community-oriented care, and global health into the curriculum, medical education can produce doctors who are not only technically competent but also sensitive to the diverse needs of the populations they serve.
In our institution, we are still trying to develop cultural competencies since we have foreign students. As to cultural safety, we manage patients of different nationality without bias.

Thank you for a creative and informative presentation! =) and for showing us an example how can culture and customs can be successfully integrated in a medical curriculum

Thank you for the highly engaging and informative presentation and for a clear example of how the Maori curriculum in terms of sociocultural foundation. I was enlightened as well by the clear differentiation you made between cultural competency and cultural safety. Having founded on this aspect allows inclusivity and responsiveness to the diverse cultural and social differences of each country.

I fully appreciate how New Zealand was able to integrate the Maori culture into curriculum planning. This is a proof that it is doable and is working. The Philippines is in a similar situation in that we have a lot of indigenous people with their own health beliefs and methods of healing. To add to it, the influence of the Spanish, Chinese and Americans further muddled our perspectives.
Here in the Palawan State University School of Medicine, our dream is to create a curriculum that will incorporate traditional practices having recognized that ownership among the stakeholders, in this case the indigenous people, is critical to the success of a program. If we can prepare health care workers who are culturally sensitive, speaks the dialect and more so train someone from among them, we can address a lot of issues among them the problem of infectious diseases, climate change, and disaster preparedness.