This study was conducted at the University of Otago, Christchurch. The researchers explored medical student experiences and perceptions of an orientation course for indigenous health competencies during undergraduate medical training. As the article explains, indigenous health programs are seen as a curriculum response to addressing health disparities and social accountability. The analysis included 602 quantitative (Likert-scale responses) and qualitative (open-text comments) student evaluations of a 3-day immersed indigenous health orientation programme held between 2006 and 2014. A thematic analysis included 426 narratives of student experiences. As many as 92% (509 of 551 respondents) of the responses rated the indigenous health orientation programme as extremely or highly valuable and 87% considered that the course strongly increased their interest in indigenous health. According to the evaluations, the following features of the clinical course enhance value for learners: situated learning (learning environment; learning context); teaching qualities (enthusiasm and passion for Māori health; role-modelling); curriculum content (re-presenting Māori history; exploring Māori beliefs, values and practices; using a Māori health framework in clinical practice); teaching methodologies (multiple teaching methods; simulated patient interview); and building relationships with peers (getting to know the student cohort; developing professional working relationships).
