Fig. 3

Schema describing proposed development sequence for design of an indigenous health curriculum. This figure is a representation of potential key aspects to designing an indigenous health orientation program as identified by learners. The thematic analysis of learner responses is interpreted to suggest a required sequence of steps for curriculum development. Indigenous and non-indigenous faculty members and role models reframe indigenous health within a historical context and indigenous setting to enhance relevant and contextualize disparity. Students learn an indigenous health framework [16, 17] in small groups with experiential learning approaches before interviewing a simulated indigenous patient