This session will feature a series of oral presentations highlighting current research, evaluation and quality improvement projects. Each speaker will have 15 minutes to share their work, followed by 5 minutes for questions and discussion. Join us to hear in-depth presentations, gain new insights, and engage directly with presenters during the Q&A.

PRESENTATIONS: 

• Title: A Rural Journey of Integrating Interprofessional Education to Foster Trust: IP Surface Anatomy in Early Healthcare Education 

  • Speaker: Julia Wimmers-Klick, David Anekwe
  • Description: This study explores the use of interprofessional (IP) surface anatomy lab sessions to foster trust and collaboration among healthcare students in early training. Set in Northern British Columbia (BC), where a medical school and physical therapy (PT) program are jointly delivered through the Faculty of Medicine at the University of British Columbia (UBC) and University of Northern British Columbia (UNBC), the study addresses a gap in hard-skill-focused IPE.
   
• Title: Indigenous cultural safety training curriculum review and update
  • Speaker: Denise Webb, Regina Carlson, Lennette Desjarlais, Braelyn Fossl
  • Description: This presentation will share the collaborative review and renewal of the Respectful Relationships (RR) curriculum, co-developed by the National Collaborating Centre for Indigenous Health and Northern Health Authority. Guided by First Nations rights holders and Métis voices, the project ensures the curriculum remains current, culturally relevant, and accessible to all learners in Northern BC. The session will highlight the review process, community partnerships, lessons learned, and alignment with provincial cultural safety and humility standards.
     
• Title: The Power of Place in Transforming Hearts and Minds of Future Physicians: New Insights from a Northern First Nations–Partnered, Humanities-Informed Cultural Immersion and Experiential Learning Program
  • Speaker: Sarah de Leeuw, Viviane Josewski, Katorina Auerbach
  • Description: This presentation explores how participation in the First Nations Community Education Program (FNCEP) in northern and remote BC disrupts anti-Indigenous biases among medical students. Through narrative and visual reflections, students’ preconceptions and emotions were transformed by immersive, place-based experiences in First Nations communities. Findings highlight how place itself acts as an agent of learning—challenging assumptions, fostering humility and empathy, and supporting efforts to decolonize healthcare education.

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