Cultural and Health Education Training

Outcomes

Cultural and Health Education Training

Outcomes

The Aboriginal and Torres Strait Islander Cultural and Health Training Framework > Cultural and Health Education Training > Outcomes

Current educational and training processes are critically examined and restructured to incorporate Aboriginal and Torres Strait Islander pedagogical concepts and methods into the ways of teaching and learning.

OUTCOME	STRATEGIES	INDICATORS	RESPONSIBILITY
The whole curriculum and syllabus incorporate Aboriginal and Torres Strait Islander epistemologies, pedagogies and methodologies.	The curriculum and syllabus are critically examined for areas that perpetuate colonising epistemologies, pedagogies and methodologies that could be addressed by Aboriginal and Torres Strait Islander perspectives. Aboriginal and Torres Strait Islander ways of knowing, being and doing are equally valued and reflected in both the development and implementation of curriculum and syllabus. Aboriginal and Torres Strait Islander worldviews are considered when reviewing and enhancing curriculum and syllabus. Aboriginal and Torres Strait Islander leaders, elders and communities inform and shape curriculum and syllabus. In its design and implementation curriculum and syllabus incorporates: An understanding of the role of the family and community. Social, historical, political and cultural determinants of health. Intergenerational and trauma informed approaches in both curriculum content and design.	Aboriginal and Torres Strait Islander perspectives and methodologies are clearly evident in the curriculum and syllabus. Aboriginal and Torres Strait Islander Peoples input is well established and prioritised in the curriculum and syllabus.	RACGP Training RACGP Education RACGP National Faculty of Aboriginal and Torres Strait Islander Health Cultural Educators Aboriginal and Torres Strait Islander Medical Educators Joint Colleges Training Services (JCTS)
Teaching and training incorporate Aboriginal and Torres Strait Islander epistemologies, pedagogies and methodologies.	Teaching and training strategies and techniques are critically examined for areas that perpetuate colonising epistemologies, pedagogies and methodologies that could be enhanced by Aboriginal and Torres Strait Islander perspectives. Aboriginal and Torres Strait Islander ways of knowing, being and doing are equally valued and reflected in both the development and implementation of education and training programs. Aboriginal and Torres Strait Islander worldviews are considered when reviewing and enhancing education and training programs. Aboriginal and Torres Strait Islander leaders, elders and communities inform and shape teaching and training. In its design and implementation education and training programs incorporate: An understanding of the role of the family and community Social, historical, political and cultural determinants of health. Intergenerational and trauma informed teaching and learning approaches.	Aboriginal and Torres Strait Islander perspectives and methodologies are clearly evident in teaching and training. Aboriginal and Torres Strait Islander Peoples input is well established and prioritised in teaching and training.	RACGP RACGP Training RACGP Education RACGP National Faculty of Aboriginal and Torres Strait Islander Health Joint Colleges Training Services (JCTS)

Aboriginal and Torres Strait Islander health and clinical education is framed by the needs and perspectives of Aboriginal and Torres Strait Islander People and communities.

OUTCOME	STRATEGIES	INDICATORS	RESPONSIBILITY
There is meaningful engagement of the College’s education and training teams with: Local Aboriginal and Torres Strait Islander communities. Peak, regional and jurisdictional Aboriginal and Torres Strait Islander health and other relevant organisations. Local Aboriginal and Torres Strait Islander health and other relevant organisations.	Building and strengthening Aboriginal and Torres Strait Islander People and community engagement. Increase and enhance Aboriginal and Torres Strait Islander health and other relevant peak organisation stakeholder engagement. Ongoing and tangible commitment to current and future Reconciliation Actions Plans (RAPs). Develop a community engagement and partnership strategy. Develop an understanding of community need, perspectives, and priorities in relation to GP training. Ensure there is appropriate mechanisms in place for input, and feedback from Aboriginal and Torres Strait Islander People and communities.	Increased engagement with national, regional and local Aboriginal and Torres Strait Islander organisations. Increased percentage of Aboriginal and Torres Strait Islander People/ organisations represented on education advisory and governance bodies. There is evidence of Reconciliation Action Plan (RAP) activities throughout the operating program(s). Education and training program aims align with Aboriginal and Torres Strait Islander community needs and priorities. Improved experiences for Aboriginal and Torres Strait Islander People and communities.	RACGP RACGP Training RACGP Education RACGP National Faculty of Aboriginal and Torres Strait Islander Health Regional and local training teams Aboriginal and Torres Strait Islander Medical Educators Cultural Educators Cultural Mentors Joint Colleges Training Services (JCTS)

Aboriginal and Torres Strait Islander cultural and health education and training is guided by robust and culturally appropriate strategies and frameworks.

OUTCOME	STRATEGIES	INDICATORS	RESPONSIBILITY
There is a nationally consistent cultural and health education strategy and implementation plan that allows for regional and local contextualisation.	Complete implementation of the Aboriginal and Torres Strait Islander Cultural and Health Training Framework. Establish a dedicated governance team for the oversight and monitoring of the implementation of the Aboriginal and Torres Strait Islander Cultural and Health Training Framework. Establish a national cultural and health education team to design, develop, implement, oversee and evaluate the nationally consistent Framework. RACGP regional and local teams collaborated effectively with Joint college training services regional teams to adapt the cultural and health education strategy and framework as appropriate.	There is a national cultural and health education team that leads the implementation and evaluation of the Framework. There is Aboriginal and Torres Strait Islander Governance of implementation and evaluation. A national cultural and health education strategy is developed and executed across all regions. A nationally consistent program is designed and implemented. Regional and local teams have adapted the framework to their specific location and cultural needs.	RACGP Training RACGP Education RACGP National Faculty of Aboriginal and Torres Strait Islander Health Aboriginal and Torres Strait Islander Medical Educators Regional training teams Joint Colleges Training Services
Cultural education is primarily delivered through face-to- face activities and immersion experiences.	Face-to-face, in person teaching and learning activities with cultural educators, cultural mentors, Aboriginal and Torres Strait Islander health Medical Educators and other relevant educators. Regular semi-structured facilitated small peer group workshops regionally and locally. Prioritise ‘on country’ immersion experiences and experiential learning. Cultural immersion camps are designed, developed, implemented for all training regions. Cultural immersion camps are accessible for all trainees.	There is an established minimum of core hours of cultural education that is delivered face to face adhered to. Established and sustainable immersion activities are embedded in the education program. An increasing proportion of GPs in training undertaking immersion activities.	RACGP Training Cultural Educators Aboriginal and Torres Strait Islander Medical Educators Joint Colleges Training Services Regional training teams
Aboriginal and Torres Strait Islander cultural and health education is dynamic, engaging and interactive.	Aboriginal and Torres Strait Islander cultural and health education is responsive and adaptable to the learning needs and styles of trainees. There are different levels of Aboriginal and Torres Strait Islander cultural and health education activities to allow for spiral and scaffolded learning. Aboriginal and Torres Strait Islander health education is provided through multiple modalities: Small group-based activities Face-to-face Immersion experiences online activities and webinars Interactive modules Multimedia resources Work-based learning and assessments One-on-one teaching Cultural mentorship	Increased pool of available education activities Increased interest and uptake of available activities by trainees Positive feedback from trainees engaged in the education delivered. Positive feedback provided by trainees through RACGP internal evaluations. Improved results from the Registrar Medical Training Survey (Medical Board Australia) and National Registrar Survey (Department of Health).	RACGP Training Cultural Educators Aboriginal and Torres Strait Islander Medical Educators Joint Colleges Training Services
Aboriginal and Torres Strait Islander individual cultural intellectual property is valued and respected.	Establish a robust process to ensure Aboriginal and Torres Strait Islander contributions to cultural education and resources are protected by individual cultural intellectual property rights.	Transparent process for Aboriginal and Torres Strait Islander individual cultural intellectual property. Agreements in place reflecting negotiations regarding Aboriginal and Torres Strait Islander individual cultural intellectual property.	RACGP RACGP Legal RACGP Finance and Corporate Services Joint Colleges Training Services Reconciliation Action Plan (RAP)

There are dedicated and strong national, regional and local Aboriginal and Torres Strait Islander leadership teams overseeing Cultural

OUTCOME	STRATEGIES	INDICATORS	RESPONSIBILITY
Aboriginal and Torres Strait Islander medical educators (MEs) are employed by RACGP as an integral part of the national and regional and local teams.	Developing and increasing identified roles for Aboriginal and Torres Strait Islander in leadership roles and as MEs. Aboriginal and Torres Strait Islander MEs oversee and contribute to the delivery of the RACGP Aboriginal and Torres Strait Islander curriculum and syllabus and all aspects of training.	Increased numbers of identified Aboriginal and Torres Strait Islander ME positions. Established Aboriginal and Torres Strait Islander ME structure with executive, national, regional and local functions.	RACGP RACGP People and Capability RACGP Training RACGP Education RACGP National Faculty of Aboriginal and Torres Strait Islander Health Reconciliation Action Plan (RAP)
Visible and equitable Aboriginal and Torres Strait Islander employment including leadership roles in education and training.	Commitment to working towards parity of employment for Aboriginal land Torres Strait Islander Peoples across the training program in all roles. Executive and national leadership positions with appropriate delegation authority including identified roles, for Aboriginal and Torres Strait Islander People where needed. Provided leadership training and mentoring to Aboriginal and Torres Strait Islander MEs.	Increased percentage of Aboriginal and Torres Strait Islander People recruited and employed to deliver training. Increased percentage of Aboriginal and Torres Strait Islander People recruited and employed in management or leadership roles. Evidence of active mentoring and leadership training. Aboriginal and Torres Strait Islander MEs reporting high levels of satisfaction with employment and supports. There is retention of Aboriginal and Torres Strait Islander MEs employed.	RACGP RACGP People and Capability RACGP Training RACGP Education RACGP National Faculty of Aboriginal and Torres Strait Islander Health Reconciliation Action Plan (RAP)
A national cultural and health education and training team to provide a unique perspective on the governance and oversight of the training program, including but not limited to areas of Aboriginal and Torres Strait Islander Cultural and Health Training.	Establish a national team consisting of but not limited to: Program Lead National Clinical Head of Aboriginal and Torres Strait Islander Training National Clinical Lead in Aboriginal and Torres Strait Islander Health training Senior Cultural Educator National Training Coordinator Administrative and professional supports.	National Aboriginal and Torres Strait Islander Cultural and Health Education and training team is established with appropriate resourcing and supports. Key positions and roles are established for Aboriginal and Torres Strait Islander staff in education and training. Equitable representation of Aboriginal and Torres Strait Islander leaders on education advisory and governance bodies.	RACGP RACGP Training RACGP Education RACGP National Faculty of Aboriginal and Torres Strait Islander Health Reconciliation Action Plan (RAP)
Every region has a dedicated Aboriginal and Torres Strait Islander cultural and health education and training team.	Each region has an established and appropriately resourced Cultural Education team including but not limited to: Regional Manager Cultural Educators Cultural Mentors Aboriginal and Torres Strait Islander Medical Educator(s) Other Medical Educators Training Coordinator(s) Other support and administrative staff	Evidence of established and functioning regional units.	RACGP Training Aboriginal and Torres Strait Islander Medical Educators Cultural Educators Joint Colleges Training Services (JCTS)

Cultural Educators and Cultural Mentors are engaged and supported to inform and deliver appropriately contextualised cultural education, nationally, regionally and locally.

OUTCOME	STRATEGIES	INDICATORS	RESPONSIBILITY
Cultural education is led by Cultural Educators and Aboriginal and Torres Strait Islander Medical Educators.	Cultural education is designed and delivered by Cultural Educators and Aboriginal and Torres Strait Islander Medical Educators.	Aboriginal and Torres Strait Islander governance and leadership in curriculum design, development and implementation.	RACGP Training Aboriginal and Torres Strait Islander Medical Educators Cultural Educators Joint Colleges Training Services (JCTS)
Cultural Educators and Cultural Mentors are engaged and supported by the RACGP to design and deliver training.	Cultural Educators and Cultural Mentors are employed as an integral part of regional and local training team. Maintaining and strengthening cultural educator and cultural mentor positions. Maintaining and supporting the autonomy of Cultural Educators and Cultural Mentors Network. Cultural Educators and Cultural Mentors are renumerated at a level that values their knowledge and expertise. Cultural educators and cultural mentors maintain their own independent network for collegiate support and advocacy. Provided leadership training and mentoring to Cultural Educators and Cultural Mentors.	Increased numbers of Cultural Educators and Cultural Mentors are employed. Professional development program for Cultural Educators and Cultural Mentors is established. Cultural Educators and Cultural Mentors are linked nationally to the Cultural Educators and Cultural Mentors Network. Evidence of active mentoring and leadership training. Cultural Educator and Cultural Mentors reporting high levels of satisfaction with employment and supports. There is retention of Cultural Educator and Cultural Mentors employed.	RACGP Training Aboriginal and Torres Strait Islander Medical Educators Cultural Educators Joint Colleges Training Services (JCTS)
Cultural education is locally contextualised and delivered.	Local and regional cultural education teams are responsible for location specific cultural education.	Each regional and local training area has an appropriately resourced team of cultural educators, cultural mentors, Aboriginal and Torres Strait Islander medical Educators, other Medical Educators.	Aboriginal and Torres Strait Islander Medical Educators Regional Joint Colleges Training Services teams Joint Colleges Training Services (JCTS) RACGP regional and local teams
All trainees have access to a Cultural Educator, Cultural Mentor and/or Aboriginal and Torres Strait Islander Medical Educator.	Cultural mentorship is available for all trainees from a variety of sources. Each region has a dedicated Cultural Educator(s). Each region has dedicated Cultural Mentors. Each region has a dedicated Aboriginal and Torres Strait Islander Medical Educator(s).	All trainees are aware of who their local Cultural Education team is and how to access them. All trainees are aware of who their allocated cultural mentor or cultural educator is and how to access them.	RACGP Training Regional Training teams Regional Aboriginal and Torres Strait Islander Medical Educators Joint Colleges Training Services (JCTS) Regional JCTS teams Cultural Educators Cultural Mentors

Aboriginal and Torres Strait Islander cultural and health education and training is holistic, strengths based and embedded across training as a core educational requirement.

OUTCOME

STRATEGIES

INDICATORS

RESPONSIBILITY

Aboriginal and Torres Strait Islander cultural and health education is an enduring, sustainable and core component of the RACGP training program.

There is a minimum core amount of Aboriginal and Torres Strait Islander Cultural and Health Training that needs to be completed for all GPs in training.
Aboriginal and Torres Strait Islander cultural and health teaching and learning components are embedded in the curriculum and syllabus.
Aboriginal and Torres Strait Islander cultural and health teaching and learning is spread across the whole training timeline.
Cultural education and learning is embedded across training and is not siloed. It is spiral learning, layered, and enables reflection.
Effective partnerships and collaborations between RACGP regional teams, JCTS regional teams and the Aboriginal and Torres Strait Islander ME leadership.

All registrars complete the minimum core hours successfully.
There are multiple touch points for training across GPT1 to GPT3 and extended skills.
Improvement in Aboriginal and Torres Strait Islander people and communities’ experience of the RACGP training program.

RACGP Training
RACGP Education
RACGP National Faculty of Aboriginal and Torres Strait Islander Health
Aboriginal and Torres Strait Islander Medical Educators
Cultural Educators
Cultural Mentors
Joint Colleges Training Services (JCTS)

Aboriginal and Torres Strait Islander cultural and health education and training is holistic, strengths based and respectful.

Cultural education should include, but is not limited to:

Cultural orientation
General and localised cultural awareness training
Cultural safety training
Privilege, bias, racism and discrimination
Historical and contemporary issues
Closing the gap strategies
Social, political, historical and cultural determinants of health

Aboriginal and Torres Strait Islander health education should include but is not limited to:

Health outcomes and indicators of health
Preventive health assessments for Aboriginal and Torres Strait Islander Peoples
High-risk disease prevalence screening and management
Guidelines specific for Aboriginal and Torres Strait Islander Peoples
Cultural safety being an integral component of clinical safety.

Aboriginal and Torres Strait Islander cultural and health education is embedded in all curriculum units.
Strengths based language is used in curriculum documents.
Improvement in Aboriginal and Torres Strait Islander people and communities experience of the RACGP training program.

RACGP Training
RACGP Education
RACGP National Faculty of Aboriginal and Torres Strait Islander Health
Aboriginal and Torres Strait Islander Medical Educators
Cultural Educators
Cultural Mentors
Joint Colleges Training Services (JCTS)

There are defined opportunities and pathways for advance training and career development in Aboriginal and Torres Strait Islander Cultural and Health.

OUTCOME	STRATEGIES	INDICATORS	RESPONSIBILITY
Advanced specialist skills training in Aboriginal and Torres Strait Islander Health is available.	Additional Aboriginal and Torres Strait Islander cultural and health skills training is available to all interested GPs and GP trainees. Optional masterclasses in Aboriginal and Torres Strait Islander health are created and available. Advanced skills training program in Aboriginal and Torres Strait Islander health is available for rural, remote and urban contexts. Develop a post-Fellowship qualification in advanced Aboriginal and Torres Strait Islander Culture and Health.	Increased numbers of trainees undertaking additional training in Aboriginal and Torres Strait Islander health. An urban pathway to undertake advanced skills in Aboriginal and Torres Strait Islander health is established. A post-Fellowship qualification in Aboriginal and Torres Strait Islander Culture and Health is established.	RACGP Training RACGP Education RACGP Workforce RACGP Pipeline RACGP Rural RACGP National Faculty of Aboriginal and Torres Strait Islander Health Aboriginal and Torres Strait Islander Medical Educators Cultural Educators Cultural Mentors Joint Colleges Training Services (JCTS)
Safe and respectful research opportunities are available in Aboriginal and Torres Strait Islander health for academic terms.	Aboriginal and Torres Strait Islander cultural safety and research values are addressed and met in the research syllabus. Collaborations with Aboriginal and Torres Strait Islander researchers and research groups.	Increased opportunities for academic and research terms in Aboriginal and Torres Strait Islander health are available and participated in.	RACGP Training RACGP Education RACGP Research Foundation RACGP Evaluation RACGP National Faculty of Aboriginal and Torres Strait Islander Health Aboriginal and Torres Strait Islander Medical Educators Medical Educators Cultural Educators Joint Colleges Training Services (JCTS)

There is adequate training capacity for Aboriginal and Torres Strait Islander Culture and Health.

OUTCOME	STRATEGIES	INDICATORS	RESPONSIBILITY
Sufficient and Equitable distribution of funds to support Aboriginal and Torres Strait Islander Cultural and Health Training.	Sufficient allocation of AGPT program funding to implement and embed the Framework. Robust and fit for purpose strategic planning funding. Equitable distribution of salary support program funding. Explore alternative sources of funding to enhance programs and develop resources. Adequate funding to support medical education, training and supervision needs in Aboriginal and Torres Strait Islander cultural and health training.	There is adequate funding to employ Cultural Educators and Cultural Mentors and other local community-based People. Placement support and infrastructure is provided to support placements in delivering Aboriginal and Torres Strait Islander Cultural and Health Training. Education resources required to support the implementation and embedding of the framework are developed. Communities are engaged and interested in supporting training placements. Funding allocation is transparent and equitable.	Department of Health RACGP Training National Faculty of Aboriginal and Torres Strait Islander Health Joint Colleges Training Services (JCTS)
Increase and strengthen Cultural Educator and Cultural Mentor positions.	Cultural Educators and Cultural Mentors are engaged by RACGP as an integral part of the national, regional and local teams either as direct employees, or through the Joint Colleges Training Services or other relevant modalities. Collegiate and professional development support for the Cultural Educator and Cultural Mentor network. Strengthen relationships with AMS/ACCHO sector who employ Cultural Mentors to support GP training.	Increased numbers of cultural Educators. Increased numbers of Cultural Mentors.	RACGP Training Reconciliation Action Plan (RAP) RACGP Continuing professional development (CPD) Joint Colleges Training Services (JCTS)
Increase and strengthen Aboriginal and Torres Strait Islander medical educator positions.	Aboriginal and Torres Strait Islander MEs are employed by RACGP as an integral part of national, regional and local teams.	Increased numbers of medical educators.	RACGP RACGP Training RACGP People and Capability Reconciliation Action Plan (RAP) RACGP Continuing Professional Development (CPD)

Aboriginal and Torres Strait Islander Cultural and Health education is an important and valued part of continuing professional development for GPs.

OUTCOME	STRATEGIES	INDICATORS	RESPONSIBILITY
All GPs have engaged in ongoing Aboriginal and Torres Strait Islander cultural and health education to improve their knowledge, clinical and cultural competencies.	A suite of activities using multiple modalities is available for enhancing Aboriginal and Torres Strait Islander cultural and health education. Ongoing professional development activities are available for all GPs and GPs in training. Track numbers of GPs who undertake Aboriginal and Torres Strait Islander cultural and health learning as part of CPD.	100% of GP trainees undertake Aboriginal and Torres Strait Islander cultural and health education. Increased numbers of GPs who undertake Aboriginal and Torres Strait Islander cultural and health learning as part of Continual Professional Development (CPD).	RACGP Education RACGP Training RACGP Continuing Professional Development (CPD) RACGP Faculty of Aboriginal and Torres Strait Islander Health Joint Colleges Training Services (JCTS)

Aboriginal and Torres Strait Islander Cultural and Health education is appropriately defined and assessed using an evidence-based framework for cultural competencies.

OUTCOME	STRATEGIES	INDICATORS	RESPONSIBILITY
All assessments from selection through to fellowship assess Aboriginal and Torres Strait Islander health, cultural safety, cultural learning and understanding.	All assessment types include an appropriate percentage of Aboriginal and Torres Strait Islander cultural and health questions.	Clear reporting on the inclusion of Aboriginal and Torres Strait Islander cultural and health content across all assessments. Improvement in Aboriginal and Torres Strait Islander people and communities experience in health care provided by RACGP trainees.	RACGP Education RACGP Assessment RACGP Faculty of Aboriginal and Torres Strait Islander Health Censor Aboriginal and Torres Strait Islander Health Aboriginal and Torres Strait Islander Medical Educators Cultural Educators
Assessment of cultural competencies is evidence based.	Use existing national and international standards and evidence to inform cultural competency assessment. Explore and research additional cultural competencies and how to implement them. Build a body of evidence for how cultural competencies are best assessed. Map the current RACGP assessments and competencies in Aboriginal and Torres Strait Islander cultural awareness, health training, cultural and clinical safety.	Produce a holistic cultural competency framework for assessment. Research evidence and recommendations to support a cultural competency framework.	RACGP Education RACGP Assessment RACGP National Faculty of Aboriginal and Torres Strait Islander Health Censor Aboriginal and Torres Strait Islander Health Aboriginal and Torres Strait Islander Medical Educators RACGP Research Foundation RACGP Evaluation Joint Colleges Training Services (JCTS)
All trainees undergo progressive assessment of their learning in Aboriginal and Torres Strait Islander cultural and health education.	Develop a comprehensive framework for Aboriginal and Torres Strait Islander cultural, cultural safety and health progressive assessment. Including but not limited to- Cultural safety. Appropriate work-based assessments-i.e. cultural direct observation visits, 360-degree assessments, random case analysis. Progress assessments-ie case-based discussions. Fellowship assessments.	Established framework for Aboriginal and Torres Strait Islander cultural, cultural safety and health progressive assessment and competency rubric. Early and ongoing cultural safety assessments.	RACGP Training RACGP Education RACGP Assessment Censor Aboriginal and Torres Strait Islander Health Aboriginal and Torres Strait Islander Medical Educators Cultural Educators
Assessments measure cultural competencies, attitudes, behaviours, actions and beliefs, and identify trainees who have additional cultural training needs.	External Clinical Teaching Visits (ECTVs) conducted by medical educators have mechanisms in place to assess Aboriginal and Torres Strait Islander cultural and health competencies and identify when enhanced learning is required. A cultural teaching visit framework for direct observation of cultural competencies is developed, implemented and evaluated. Cultural Educators and Aboriginal and Torres Strait Islander medical educators assess trainees by direct observation. Cultural Educators are trained and have professional development activities to enhance capacity for involvement with assessment. Culturally appropriate 360-degree, multi-source feedback assessments are designed, developed, implemented and completed by trainees.	Established procedure for escalating trainees who have enhanced cultural training needs. ECTVs adequately identify trainees with enhanced cultural training needs, and they are referred appropriately. Increased update of cultural teaching direct observation visits. Aboriginal and Torres Strait Islander patients feel culturally safe and cared for by trainees.	RACGP Training RACGP Education NCL Aboriginal and Torres Strait Islander health training Censor Aboriginal and Torres Strait Islander Health. Cultural Educators Aboriginal and Torres Strait Islander Medical Educators Joint Colleges Training Services

Assessment methods and processes are relevant, holistic, culturally safe, and supported.

OUTCOME	STRATEGIES	INDICATORS	RESPONSIBILITY
Assessment activities are culturally safe and appropriate.	Assessment process reflects decolonisation and Indigenisation of curriculum. Assessments actively avoid stereotypes, assumptions, biases, discrimination, and racism. Assessment materials are written with strength-based approaches and without negative and dichotomous language. Assessments that reflect a holistic approach to health. Cultural Educators and Aboriginal and Torres Strait Islander Medical Educators are involved in the design, delivery, and evaluation of assessment activities. Have an assessment guidance tool for the design, development and implementation of culturally appropriate assessment questions, cases, and materials. Cultural Educators are involved with trainee assessments where appropriate.	Established procedures for Aboriginal and Torres Strait Islander governance around the development of assessment materials. Quality assurance processes to ensure questions are reviewed and deemed culturally safe. Proportion of Aboriginal and Torres Strait Islander trainees who felt the assessment processes are culturally safe for them.	RACGP Education RACGP Assessment RACGP National Faculty of Aboriginal and Torres Strait Islander Health Censor Aboriginal and Torres Strait Islander Health Joint Colleges Training Services (JCTS)

There is culturally appropriate and safe evaluation of Aboriginal and Torres Strait Islander Cultural and Health Education and Training processes.

OUTCOME	STRATEGIES	INDICATORS	RESPONSIBILITY
Aboriginal and Torres Strait Islander cultural and health education and training is safely evaluated and uses appropriate research and evaluation methodologies.	Regular evaluation, monitoring and review of implementation of the Aboriginal and Torres Strait Islander Cultural and Health Training framework and specific educational strategies. Incorporation of Aboriginal and Torres Strait Islander researchers and research and evaluation methodologies. Mechanisms to ensure proper storage of data and access to data for Aboriginal and Torres Strait Islander communities are collaboratively developed and in place.	Evaluation reports are used in the program cycle. Key learnings are identified and can be used in the next iteration of the program. Recommendations arising from evaluations are taken up in future policy and program design. Agreements are in place reflecting negotiations regarding Aboriginal and Torres Strait Islander data governance and intellectual property. Procedures to disseminate program and evaluation outcomes to the Aboriginal and Torres Strait Islander community are in place and followed.	RACGP Training RACGP Education RACGP Research Foundation RACGP Evaluation National Clinical Lead Aboriginal and Torres Strait Islander health training Censor Aboriginal and Torres Strait Islander health. Cultural Educators Aboriginal and Torres Strait Islander Medical Educators Joint Colleges Training Services (JCTS)
Aboriginal and Torres Strait Islander led research and research methodologies provide culturally safe evaluation processes.	Aboriginal and Torres Strait Islander governance is embedded in research design and implementation to ensure culturally safe processes and question design. Aboriginal and Torres Strait Islander researcher and specific research and evaluation expertise are actively sought to ensure cultural appropriateness and safety.	Research and evaluation outcomes have not negatively impacted on Aboriginal and Torres Strait Islander peoples. Agreements in place reflecting negotiations regarding Aboriginal and Torres Strait Islander individual cultural intellectual property. Agreements in place reflecting negotiations regarding Aboriginal and Torres Strait Islander data sovereignty.	RACGP Training RACGP Education RACGP National Faculty of Aboriginal and Torres Strait Islander Health RACGP Research Foundation RACGP Evaluation Joint Colleges Training Services (JCTS)

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