Medical students' critical engagement with publications related to strategies addressing health disparities with Indigenous Peoples in Australia: critically iterative and iteratively critical

Purohit, H; Lalwani, N-I; Love, G; Ma, A-M; Urquhart, L; Smallwood, R; Croker, A

Medical students' critical engagement with publications related to strategies addressing health disparities with Indigenous Peoples in Australia: critically iterative and iteratively critical

Purohit, H Lalwani, N-I Love, G Ma, A-M Urquhart, L Smallwood, R Croker, A

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Publisher:: ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
Publication Type:: Journal Article
Citation:: HIGHER EDUCATION RESEARCH & DEVELOPMENT, 2025, 44, (6), pp. 1413-1428
Issue Date:: 2025-08-18

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Field	Value	Language
dc.contributor.author	Purohit, H
dc.contributor.author	Lalwani, N-I
dc.contributor.author	Love, G
dc.contributor.author	Ma, A-M
dc.contributor.author	Urquhart, L
dc.contributor.author	Smallwood, R
dc.contributor.author	Croker, A
dc.date.accessioned	2025-09-29T07:58:33Z
dc.date.available	2025-09-29T07:58:33Z
dc.date.issued	2025-08-18
dc.identifier.citation	HIGHER EDUCATION RESEARCH & DEVELOPMENT, 2025, 44, (6), pp. 1413-1428
dc.identifier.issn	0729-4360
dc.identifier.issn	1469-8366
dc.identifier.uri	http://hdl.handle.net/10453/190192
dc.description.abstract	Higher education’s contributions to societal transitions can be limited by the inadvertent perpetuation of embedded practices that can be hard to see and taken for granted. Such practices can delegitimise other forms of knowledge and learning, potentially hindering societal transitions. Healthcare’s preferencing objective ways of knowing, including accessing peer-reviewed literature via biomedical search engines, is one such embedded practice. This practice potentially influences medical students’ understandings of Indigenous Peoples health disparities. Extending our collaboration beyond a two-year student research project, our research team of four medical students and three supervisors reconvened. We explored the question: In relation to shaping higher education’s contributions to societal transitions, what is the nature of fostering medical students’ engagement with publications addressing health disparities with Indigenous Peoples in Australia? Based in the interpretive paradigm and informed by philosophical hermeneutics, we present our findings encapsulating themes of positional, interactive and precarious using three stories: students’ research insights; supervisors’ hindsight insights; and collective team’s insights for shaping societal transitions. Being iterative was critical to our deeper understandings. We invite others to join us in revisiting embedded practices in an iterative manner and being open to individual and collaborative critical reflexivity for further opportunities for higher education to contribute to societal transitions.
dc.language	English
dc.publisher	ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
dc.relation.ispartof	HIGHER EDUCATION RESEARCH & DEVELOPMENT
dc.relation.isbasedon	10.1080/07294360.2025.2525106
dc.rights	info:eu-repo/semantics/openAccess
dc.subject	13 Education
dc.subject.classification	39 Education
dc.title	Medical students' critical engagement with publications related to strategies addressing health disparities with Indigenous Peoples in Australia: critically iterative and iteratively critical
dc.type	Journal Article
utslib.citation.volume	44
utslib.for	13 Education
pubs.organisational-group	University of Technology Sydney
pubs.organisational-group	University of Technology Sydney/DVC (Research)
pubs.organisational-group	University of Technology Sydney/DVC (Research)/lnstitute for Public Policy and Governance
utslib.copyright.status	open_access	*
dc.rights.license	This work is licensed under a Creative Commons Attribution 4.0 International License (CC BY 4.0). To view a copy of this license, visit https://creativecommons.org/licenses/by/4.0/
dc.date.updated	2025-09-29T07:58:31Z
pubs.issue	6
pubs.publication-status	Published
pubs.volume	44
utslib.citation.issue	6

Abstract:

Higher education’s contributions to societal transitions can be limited by the inadvertent perpetuation of embedded practices that can be hard to see and taken for granted. Such practices can delegitimise other forms of knowledge and learning, potentially hindering societal transitions. Healthcare’s preferencing objective ways of knowing, including accessing peer-reviewed literature via biomedical search engines, is one such embedded practice. This practice potentially influences medical students’ understandings of Indigenous Peoples health disparities. Extending our collaboration beyond a two-year student research project, our research team of four medical students and three supervisors reconvened. We explored the question: In relation to shaping higher education’s contributions to societal transitions, what is the nature of fostering medical students’ engagement with publications addressing health disparities with Indigenous Peoples in Australia? Based in the interpretive paradigm and informed by philosophical hermeneutics, we present our findings encapsulating themes of positional, interactive and precarious using three stories: students’ research insights; supervisors’ hindsight insights; and collective team’s insights for shaping societal transitions. Being iterative was critical to our deeper understandings. We invite others to join us in revisiting embedded practices in an iterative manner and being open to individual and collaborative critical reflexivity for further opportunities for higher education to contribute to societal transitions.

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http://hdl.handle.net/10453/190192