In this unit, you will have the opportunity to identify historical and current inequalities in the health status of Aboriginal and Torres Strait Islander individuals, families, and groups. You will learn about culturally safe care to gain a better understanding of how to partner and collaborate to meet health needs and improve health outcomes. Focus will be given to the inequities that continue in Aboriginal and Torres Strait Islander health status compared to their non-Aboriginal and Torres Strait Islander counterparts. You will develop the knowledge and skills needed to work with people from Aboriginal and Torres Strait Islander cultures. In this unit, you will propose ways of collaborating with Aboriginal and Torres Strait Islander individuals, groups or communities to facilitate equal access to equitable and appropriate health services.

Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.

Feedback from Medical students' in-class comments and emails.

Engaging and dynamic opportunities for discussion and involvement in different types of learning activities.

Keep the structure of the open discussion in the workshops and for online sessions. The use of varied approaches to learning in a workshop environment, such as random quizzes, presentations to produce student contributions will be retained.

Feedback from Student survey, in-class comments and email.

Workshops for breaking down the written assessment were an ideal learning tool.

Using a parallel scenario and deconstructing the written assessment task was an excellent learning tool. These sessions will be retained.

Feedback from Student survey and in-class comments.

Additional evening sessions to connect to coordinators. Students indicated significant benefits in having access to a coordinator every week. They positively comment on the open structure, indicating coordinators' familiarity with the content.

Maintain options of evening sessions to cater for students who are working and have other committments.

Feedback from Student survey and forums.

Delays in turn about time for student essays.

All on-time submissions were returned within two weeks. There were a high number of extension requests, and these were marked outside the two-week turnabout goal. All assessments were returned before the certification of grades of grade and with time for students to request a review.

Feedback from Student feedback in class and email.

There was an excellent selection of staff for delivering this sensitive topic. The team were dynamic and encouraged students to discuss the material. It was a good mix of styles and gave an authentic representation of the unit from academic and First Nations People and other cultures. The workshop staff handled contentions and different responses well to create a harmonious environment.

The same delivery team has been requested for the next delivery of this unit.