Using a pop-quiz approach to teach Indigenous health: engaging learners and addressing resistance

Abstract

Educators in the health professions are persistently exploring practical and engaging methods to introduce students to Indigenous health, aiming to cultivate curiosity, humility, and an understanding of structural issues. Traditional didactic sessions frequently fall short in adequately equipping learners for the emotional and intellectual challenges posed by topics such as colonization, inequity, and Indigenous experiences within the healthcare system. To tackle these obstacles, an interactive "pop-quiz" format was created as an introductory educational tool within a broader Indigenous health curriculum. While it is structured like a quiz, the primary goal of this approach is to ignite discussion, reveal underlying assumptions, and encourage reflective engagement rather than merely evaluate knowledge. Based on over ten years of experience with undergraduate medical students, residents, and faculty, this Practical Advice Paper illustrates how educators can implement a pop-quiz model to foster significant learning about Indigenous health. The paper details how to formulate questions that encourage reflection, create a safe learning environment, address learner resistance, and maintain a tone that balances seriousness with approachability. It provides recommendations for facilitating discussions, utilizing contextualized data, and wrapping up the session with organized self-reflection. The pop-quiz model is versatile and can be adapted to various teaching environments, proving to be an effective entry point for learners who may be unfamiliar with, apprehensive about, or resistant to Indigenous health topics. By anchoring the session in local context and adopting a relational facilitation approach, educators can develop initial learning experiences that invite students to engage more deeply with cultural safety, structural competency, and practices informed by reconciliation.