Purpose: Psychology curricula need to be reflective of Australia's diverse populations. However, there appear to be many challenges, including student reactions to cross-cultural and Indigenous content. Aim: The aim of this study was to understand the rationale for varied written feedback from students regarding Indigenous and cross-cultural psychology teaching at one Australian university. Method: Undergraduate students were invited to participate in one of three focus groups (local group, Indigenous or international) to generate discussion and debate about the written feedback on cross-cultural and Indigenous psychology teaching. Results and conclusions: A number of views were expressed in relation to the written feedback on course content. These views are considered in relation to their implications for teaching and learning practice. Allowing students to articulate further on written feedback is a valuable tool for understanding why views are held and how teaching and learning initiatives might be implemented or strengthened.
|Journal||Focus on Health Professional Education|
|Publication status||Published or Issued - Jun 2013|