Summary of interventions
| Author(s) | Year | Country | Intervention | Content delivery | Setting | Core curriculum topics | Participants(s) |
| Barajas37 | 2021 | United States | 10 min online PowerPoint presentation and YouTube video | Online module(s) | Online | Cultural knowledge, spirituality and beliefs; professional practice issues; interpersonal communication skills | Emergency department healthcare providers and staff (n=6) |
| Barnabe et al 38 | 2021 | Canada | Phase I: half-day workshop and phase II: full day workshop (6 months later) | Online module(s); interactive group discussions, reflections and experiential exercises | Clinical | Determinants of Indigenous health; oppressive and racist policies, colonisation and white racial privilege; specific health focus | Rheumatologists (n=34) |
| Brewer et al 39 | 2020 | New Zealand | 2 self-paced online modules | Online module(s); self-learning tools; personal reflections | Online | Family structures, kinship and responsibilities; cultural knowledge, spirituality and beliefs; past policies and practices; determinants of Indigenous health; health disparities; professional practice issues; oppressive and racist policies, colonisation and white racial privilege; interpersonal communication skills; specific health focus | Speech Language Therapists (n=11) |
| Chapman et al 40 | 2014 | Australia | 3×2 hours workshops over 6 weeks | Didactic lecture; interactive group discussions, reflections and experiential exercises; personal reflections | Clinical | Cultural knowledge and ideology | Emergency Department: nursing, clinical and allied health staff (n=48) |
| Crowshoe et al 41 | 2018 | Canada | Full day (8 hours) workshop | Interactive group discussions, reflections and experiential exercises | Clinical | Determinants of Indigenous health; professional practice issues; oppressive and racist policies, colonisation and white racial privilege; interpersonal communication skills | Family physicians and allied health professionals (n=32) |
| Hinton et al 44 | 2014 | Australia | 3 full-day workshops over 2 months | Didactic lecture; interactive group discussions, reflections and experiential exercises; self-learning tools | Clinical | Specific health focus | Clinical and Allied Health Staff (n=21) |
| Hulko et al 45 | 2021 | Canada | 8–10 hours of online training over 8–10 weeks, and a full day Storytelling Session and Talking Circle with an Elder | Online module(s); story telling and talking circles; knowledge quiz; personal reflections | Online and classroom | Indigenous diversity; family structures, kinship and responsibilities; cultural knowledge, spirituality, and beliefs; past policies and practices; determinants of Indigenous health; health disparities; professional practice issues; oppressive and racist policies, colonisation and white racial privilege; specific health focus | Nurses (n=38) |
| Kerrigan et al 46 | 2020 | Australia | Full day (7 hours) workshop | Didactic lecture; interactive group discussions, reflections and experiential exercises | Clinical | Cultural knowledge, spirituality and beliefs; past policies and practices; professional practice issues; oppressive and racist policies, colonisation and white racial privilege; interpersonal communication skills | Hospital staff (n=621) |
| Kerrigan et al 47 | 2022 | Australia | 7×18–20 min podcasts (1/week) | Online podcasts; diary entries | Online | Counterstories; interpersonal communication skills; social justice | Physicians (n=16) |
| Liaw et al 48 | 2015 | Australia | Half day workshop, case study toolkit and cultural mentors | Workshop; cultural mentor; self-learning tools | Clinical | Interpersonal communication skills; cultural respect | Clinical practice - solo physician/groups (n=10) |
| Liaw and Wade49 | 2019 | Australia | Half day workshop, case study toolkit and cultural mentor | Workshop; cultural mentor; self-learning tools | Clinical | Interpersonal communication skills; cultural respect | General practice clinics (n=56); general practitioner physicians (n=334); practice managers (n=56); practice nurses (n=93) |
| Sauvé et al 51 | 2022 | Canada | Half-day in-person simulation workshop | Simulation training | Clinical | Determinants of Indigenous health; professional practice issues; oppressive and racist policies, colonisation and white racial privilege | Physicians (family medicine residents) (n=29) |
| Wheeler et al 52 | 2021 | Australia | 1.5-hour online module and a full day in-person workshop (2–3 weeks later) | Online module(s); interactive group discussions, reflections and experiential exercises; personal reflections | Online and classroom | Health disparities; professional practice issues; interpersonal communication skills | Pharmacists (n=39) |