What helps and hinders indigenous student success in higher education health programmes: a qualitative study using the Critical Incident Technique

Abstract

Tertiary institutions aim to provide high quality teaching and learning that meet the academic needs for an increasingly diverse student body including indigenous students. Tatou Tatou is a qualitative research project utilising Kaupapa Maﯲi research methodology and the Critical Incident Technique interview method to investigate the teaching and learning practices that help or hinder Maﯲi student success in non-lecture settings within undergraduate health programmes at the University of Auckland. Forty-one interviews were completed from medicine, health sciences, nursing and pharmacy. A total of 1346 critical incidents were identified with 67% helping and 33% hindering Maﯲi student success. Thirteen sub-themes were grouped into three overarching themes representing potential areas of focus for tertiary institutional undergraduate health programme development: Maori student support services, undergraduate programme, and Maﯲi student whanaungatanga. Academic success for indigenous students requires multi-faceted, inclusive, culturally responsive and engaging teaching and learning approaches delivered by educators and student support staff.