| Title | Canada’s First Collaborative Model of Curriculum Development Concerning Provision of Culturally Safe and Relevant Health Care in Speech-language Pathology and Audiology for Aboriginal People |
|---|---|
| Faculty/College/Unit | Medicine |
| Status | Completed |
| Duration | 2 Year |
| Initiation | 04/01/2009 |
| Completion | 03/31/2011 |
| Funding Details | |
| Year 1: Project Year | Year 1 |
| Year 1: Funding Year | 2009/2010 |
| Year 1: Project Type | Small TLEF |
| Year 1: Principal Investigator | Barbara May Bernhardt |
| Year 1: Funded Amount | 80,840 |
| Year 1: Team Members | Barbara May Bernhardt, Professor, Speech-Language Pathology, School of Audiology and Speech Sciences (SASS), Faculty of Medicine Advisory Consultants: Jan Hare, Instructor, Language and Literacy Education, Faculty of Education |
| Year 1: Summary | In 2009, SASS will inaugurate a required course concerning audiology and speech-language pathology services to people of Aboriginal ancestry. This course will include: Aboriginal consultants, community learning, student-led projects and forums. Unique in Canada, the course is expected to be a model for speech and audiology programs. The proposed TLEF project will support course development, implementation and evaluation in a respectful and culturally safe way and entail:
The TLEF project will enable us to assess the effectiveness of this unique course and model of curriculum development. |
| Year 2: Project Year | Year 2 |
| Year 2: Funding Year | 2010/2011 |
| Year 2: Project Type | Small TLEF |
| Year 2: Principal Investigator | Barbara May Bernhardt |
| Year 2: Funded Amount | 47,450 |
| Year 2: Team Members | Barbara May Bernhardt, Professor, Speech-Language Pathology, School of Audiology and Speech Sciences (SASS), Faculty of Medicine Advisory Consultants: Brian Holmes, Audiologist, Williams Lake Interior Health |
| Year 2: Summary | 2009 TLEF funding supported development, implementation and evaluation of a course concerning audiology and speech-language pathology services to people of Aboriginal ancestry. Partnerships initiated with Aboriginal communities allowed community learning experiences for all year 1 SASS MSc students during the course. A digital and print archive was initiated. Project evaluation shows clearly that: (1) partnership development requires more than a year to ensure sustainability and reciprocity, (2) an Aboriginal project coordinator is vital to the development of those partnerships (3) the archives require expansion and accessibility. A project renewal would foster:
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