Abstract
Te reo Māori (the Māori language) is a taonga (treasure) and is recognised across numerous health contexts including primary care and tamariki ora (children’s health), as a driver for positive health experiences and outcomes for Māori.
Te Kura Hauora o Ōtākou, Otago Medical School, has previously committed to increasing the implementation and provision of te reo Māori within medical education to encourage Māori student success, to prioritise mātauranga Māori (Māori knowledge) and lastly to uphold the mana (power/prestige) of Te Tiriti o Waitangi (Treaty of Waitangi).
Despite these commitments, te reo Māori provision for medical tauira (students) within Te Kura Hauora o Ōtākou remains unclear. The purpose of this thesis is to determine the total provision of te reo Māori throughout the Early Learning in Medicine year two (ELM2) online modules (MedMoodle) for the year 2024. This research aims to 1) identify gaps in the provision of te reo Māori across all online modules, 2) provide recommendations to promote consistent and widespread provision of te reo Māori within the ELM2 online modules and 3) provide a standard of te reo Māori provision for the remaining year levels in the Bachelor of Medicine and Bachelor of Surgery undergraduate degree.
This thesis has one primary research question: What is the current total provision of te reo Māori to medical tauira throughout the online learning modules in the ELM2 curriculum in 2024?
This evaluation was a quantitative audit, guided and designed with Kaupapa Māori (research theory underpinned by a Māori worldview) methodology embedded throughout and conducted using an iteratively designed data collection tool. The tool allowed the research findings to be categorised and simplified whilst maintaining the unique differences within te reo Māori.
Findings suggest that te reo Māori provision in ELM2 online learning modules is greater and more varied than expected. Across 23 modules, a total of 3,482 provisions of te reo Māori were identified. There is clear potential to broaden and diversify te reo Māori inclusion, and establishing a baseline provision across modules is suggested. Some provisions were the result of individual staff efforts to indigenise content, which are acknowledged as valuable contributions.
In conclusion, this research presents the current provisions of te reo Māori in the ELM2 online curriculum and provides recommendations to continue building consistency and growth in these provisions across the entire undergraduate degree. As the population of fluent te reo Māori speakers grows in Aotearoa New Zealand, the adequate provision of te reo Māori throughout ELM2 to medical tauira is a conscious step towards preparing future health professionals to provide equitable health care; ensuring positive health experiences and outcomes for current and future generations of Māori.