Embedding First Nations Voices in the Faculty of Medicine and Health Curriculum: The Clinical Yarning Simulation
| Tuesday, October 21, 2025 |
| 9:50 AM - 10:20 AM |
| Kookaburra Room (M3) |
Overview
Sarah Veli-Gold, Lecturer, The University of Sydney | Acute Care Physiotherapist at St Vincent’s Public Hospital, Sydney
Presenter
Ms Sarah Veli-Gold
Lecturer
The University of Sydney
Embedding First Nations Voices in the Faculty of Medicine and Health Curriculum: The Clinical Yarning Simulation
Presentation Overview
This presentation explores the embedding for First Nations pedagogy within curriculum incorporating the theoretical framework of our ways of knowing, being and doing and, emphasising genuine partnership with Aboriginal and Torres Strait Islander communities. We know First Nations-led leadership in curriculum design ensures content is culturally grounded, relevant, and respectful, embedding Indigenous perspectives not as token add-ons but as core to medicine and health education. A central theme is empowering capacity building: creating pathways for Community members to become educators, designers, and facilitators of learning. This includes formal roles for alumni outreach, so that graduates from First Nations Communities can return to teach, mentor, and shape curriculum and clinical practice.
A teaching resource example provided in this presentation is the Clinical Yarning Simulation. This was developed with Community as a powerful method: using Aboriginal and Torres Strait Islander actors and Community cultural facilitators to simulate clinical scenarios. These simulations were created with Community providing the lived experience case studies and supports to implement across medicine and health. These simulations provide safe, immersive learning environments where students can practise culturally secure communication, listening to patient stories, understanding social context, and using yarning to build trust. Early evaluations show significant improvements in student confidence, culturally safe communication, and awareness of cultural safety.
This presentation also addresses improving the student experience: integrating these co-designed units, simulations, and community teachers into the curriculum enriches learning; supports better cultural safety; and helps students develop into culturally responsive health professionals. Additionally, this presentation will discuss how representation in curriculum has assisted in improving the student sense of belonging and engagement with larger community.
Three Key Learnings:
1. Understanding the importance of First Nations representation in curriculum for the development of cultural capability.
2. Describe a suggested method for co-design with First Nations Communities to develop teaching resources.
3. Identify strategies to navigate colonial institutions and maintain authentic relationships with First Nations Communities.
A teaching resource example provided in this presentation is the Clinical Yarning Simulation. This was developed with Community as a powerful method: using Aboriginal and Torres Strait Islander actors and Community cultural facilitators to simulate clinical scenarios. These simulations were created with Community providing the lived experience case studies and supports to implement across medicine and health. These simulations provide safe, immersive learning environments where students can practise culturally secure communication, listening to patient stories, understanding social context, and using yarning to build trust. Early evaluations show significant improvements in student confidence, culturally safe communication, and awareness of cultural safety.
This presentation also addresses improving the student experience: integrating these co-designed units, simulations, and community teachers into the curriculum enriches learning; supports better cultural safety; and helps students develop into culturally responsive health professionals. Additionally, this presentation will discuss how representation in curriculum has assisted in improving the student sense of belonging and engagement with larger community.
Three Key Learnings:
1. Understanding the importance of First Nations representation in curriculum for the development of cultural capability.
2. Describe a suggested method for co-design with First Nations Communities to develop teaching resources.
3. Identify strategies to navigate colonial institutions and maintain authentic relationships with First Nations Communities.
Biography
Sarah is an Aboriginal health researcher and physiotherapist, proudly connected to the Gomeroi Community in Northern New South Wales. After graduating from the University of Sydney, she was employed as an acute care physiotherapist at St Vincent’s Public Hospital, Sydney. She now works in higher education at the University of Sydney, committed to enhancing the cultural capabilities of future health graduates. Currently undertaking a PhD in partnership with community, Sarah is exploring the lived experiences of mob living with traumatic brain injury. She is also honoured to participate in the IAHA Leadership Program to improve culturally safety in higher education.
