64 The Aboriginal and Torres Strait Islander Cultural and Health Training Framework 3. A dedicated formal and high-quality cultural safety curriculum and syllabus is developed and implemented. OUTCOME STRATEGIES INDICATORS RESPONSIBILITY A national cultural safety curriculum for registrars is developed and can be tailored locally to ensure local contextual appropriateness and relevance. • Cultural safety curriculum and syllabus is developed, reviewed and/ or enhanced. • Explore and develop an evidence base for cultural safety competencies and skills development indicators. • Incorporation of cultural knowledge, worldviews, practices, methodologies and traditions into program resources and outputs e.g. Indigenous pedagogy. • Aboriginal and Torres Strait Islander Cultural Educators and Medical Educators are involved with and lead this work. • Immersion activities and face-to-face small group teaching sessions are a key component of cultural safety training and should be prioritised over large group lectures and online activities. • A suite of resources is developed to support the curriculum and syllabus delivery-both for face-to-face, online activities and other educational modalities and modules. • Local cultural education teams are supported to implement the curriculum and syllabus. • Updated national cultural safety curriculum and syllabus is published and in use. • Cultural Safety curriculum and syllabus has been updated and matched to evidence-based competencies. • Educational resources are being developed to support this curriculum and syllabus. • Local cultural education teams are resourced to deliver the cultural safety training program. • Feedback from internal RACGP evaluations demonstrate the impact and success of the national cultural safety curriculum. • RACGP • RACGP Education • RACGP Assessment • RACGP Training • National Faculty of Aboriginal and Torres Strait Islander Health • RACGP Evaluation team • Joint Colleges Training Services
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