A baseline assessment of Manitoban pharmacy students’ knowledge of Indigenous Peoples in Canada

Abstract Background: Reports from the Truth and Reconciliation Commission of Canada, United Nations Declaration on the Rights of Indigenous Peoples, and the National Inquiry into Missing and Murdered Indigenous Women and Girls call for systemic change to address ongoing colonial harms and advance Indigenous rights and well-being. Health care education must respond by improving cultural safety and awareness of Indigenous histories and realities. The objective of this study was to assess pharmacy students’ baseline knowledge of Indigenous Peoples in Canada within a single university pharmacy program. Methods: An online survey, co-designed with over 300 Indigenous community members and allies, included 77 questions on demographics, knowledge sources, reflections, and a 36-item knowledge test focused on Indigenous Peoples in Canada. The survey was administered to first-, second-, and third-year pharmacy students at the University of Manitoba. Descriptive statistics were used for analysis. Results: Of 157 students, 55% ( n = 86) responded. While 85% reported prior knowledge of Indigenous Peoples, the median test score was 50% (interquartile range [IQR] 42%–58%). Students scored lowest on systemic racism (median 10%, IQR 8%–37%) and highest on genocide and assimilation (median 72%, IQR 47.5%–82.5%). Indigenous students ( n = 9) outperformed non-Indigenous peers ( n = 77) ( p = 0.021). After the test, 74% of students felt they should be taught more. Overall increases were observed in how informed students felt about First Nations, Métis, and Inuit Peoples post-survey ( p < 0.001, p = 0.01, and p < 0.001, respectively). Conclusion: Pharmacy students demonstrated significant gaps in knowledge of Indigenous Peoples, culture, and perspectives. Educational institutions must prioritize topics on Indigenous health, wellness, and cultural safety, promoting meaningful engagement and accountability to better prepare future pharmacists.