Welcome to the Hearing Our Voices: An Indigenous Women’s Reproductive Health Curriculum. This curriculum is designed to communicate the experience of Indigenous women in their own voices to residents and other health care and allied health care practitioners who care for Indigenous women in a reproductive health capacity.

These online modules aim to improve your ability to care for Indigenous women in Canada by increasing your cultural intelligence and knowledge of Indigenous women's social determinants of health and by learning how to incorporate culturally appropriate care into your practice.

This web-curriculum is part of a research study that is being conducted at the Northern Ontario School of Medicine, Lakehead University, the University of Toronto, and the Thunder Bay Regional Health Research Institute.

Please contact ra.womenreproresearch@gmail.com for more information.



As the pilot study comes to a close, we will be making changes to the nurture-north.org website, which will include the final version of the Hearing Our Voices curriculum. As such, you have until June 1, 2020 to complete the training modules. If you do not completed the modules by then, you will need to re-register for the training.

Module 1
Self Reflection

This module aims to engage learners in self-reflection to learn about their biases and assumptions and the inherent power dynamics within society and the health care system.

Module 2
Trauma Informed Practice

This module describes the effects of trauma and the intergenerational impact that colonization and residential school systems have had on Indigenous peoples. This module highlights the importance of applying trauma-informed lens of practice to avoid re-traumatization, create safe spaces, and promote healing and growth.

Module 3
Building Relationships

This module focuses on building trusting relationships with Indigenous patients by learning the truth about our shared history and how it can influence patient-provider interactions. This module aims to engage learners in self-reflection and how they might incorporate this information into their practice.

Module 4

This module focuses on the importance of communication and engaged listening to build safe spaces, improve patient-provider relationships, and improve the care Indigenous patients receive. This module aims to engage learners in self-reflection to change their assumptions and judgements they make as health care providers.

Module 5
Traditional Ways of Knowing

This module provides an overview of traditional ways of knowing of Indigenous peoples in Canada and highlights the importance of therapeutic relationships when working with Indigenous patients. This module aims to describe what culturally effective practice looks like and how to develop cultural safety and humility throughout your practice.

About Us

In 2005, the Royal College of Physicians and Surgeons of Canada made improving the health of Indigenous peoples in Canada a strategic priority. It mandated the introduction of Indigenous health education into postgraduate curricula, with the goal of improving care and health outcomes. Despite this mandate, voluntary uptake of this curriculum has been limited across postgraduate programs. Since then, the RCPSC has been working on developing a strategic plan to turn these recommendations into action through its Indigenous Health Advisory Committee (IHAC). The IHAC will support the creation of new faculty development approaches, tools, and the enhancement of useful resources. The RCPSC is collaborating with Indigenous and medical education communities to enhance Indigenous health through postgraduate medical education in the near future.

Results of a nationwide survey for residents and program directors of all accredited obstetrics and gynaecology residency programs in Canada demonstrated a significant knowledge deficit among residents in Indigenous women’s health (Jumah, Wilson & Shah, 2013). Similarly, residency program directors were aware that the curriculum in Indigenous women’s health is lacking and agreed that a more standardized curriculum would facilitate provision of education in Indigenous women’s health. A nationwide curriculum initiative could be an effective way to facilitate the provision of education in Indigenous women’s health while decreasing the burden on individual programs. In response to this nationwide survey and the Truth and Reconiciliation Commission of Canada Calls to Actions, a health curriculum website on the social determinants of Indigenous women's reproductive health was created for residents, health care and allied health care practitioners.

The purpose of this study is to assess whether a web-based curriculum can improve resident, health care and allied health care practitioners’ understanding of the social determinants of Indigenous women’s reproductive health. The curriculum was developed by eleven Indigenous women’s organizations from across the country, with support from the research team. First Nations, Inuit and Métis women are the foremost experts in terms of providing the social, cultural, and historical context in which the practice of Obstetrics and Gynaecology takes places for Indigenous women in Canada. As such, we have given Indigenous women a means to shape an Indigenous health curriculum in women’s reproductive health.

It is important to note that this web-curriculum should solely be viewed as an introduction to cultural sensitivity and competency. Gaining cultural sensitivity and competency is a life-long process that takes time, reflection and integration. It is important to practice these concepts and skills and be willing to listen, learn, and self-reflect throughout your practice.

The Indigenous Physicians Association of Canada and the Royal College of Physicians and Surgeons of Canada. First Nations, Inuit and Métis Health Core Competencies for Postgraduate Medical Education; Winnipeg and Ottawa; 2009:4.
Jumah NA, Wilson D and Shah R. A Canadian survey of postgraduate education in Aboriginal women’s health in Obstetrics and Gynaecology. J Obstet Gynaecol Can 2013;35(7):647–653


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