Charles Sturt University is prioritising First Nations health and wellbeing through an award-winning, place-based learning model for podiatry students.

Co-designed and co-facilitated in partnership with the Albury-Wodonga Aboriginal Health Service (AWAHS), the initiative enables two cohorts of students to complete their Podiatry for Chronic Disease Management subject in a clinical setting.

Since its introduction into the Bachelor of Podiatric Medicine in 2023 and 2024, the innovative teaching model has received consecutive Charles Sturt Teaching Academy Change One Thing Awards, recognising its impact on culturally responsive healthcare education.

Proud Kamilaroi woman, midwife, and family health nurse at Albury-Wodonga Aboriginal Health Service (AWAHS), Linda Ball, said the impact of Charles Sturt University's place-based learning initiative for podiatry students was evident from their very first visit to the clinic.

"We now have a group of podiatry students that know the health service, the people, and understand our diverse cultures and backgrounds," Ms Ball said.

"Students are now aware of past events that can make it difficult for an Aboriginal client to enter and access a health service, which not only boosts their confidence but also their understanding of how to work alongside First Nations clients in a way that is respectful.

"Developing this understanding of culturally safe practice is an amazing jump forward for students when they become practitioners, where they can feel they are justified in applying for positions working within Aboriginal Medical Services."

The innovative place-based learning model, co-designed and co-facilitated between Charles Sturt University and AWAHS, allows two cohorts of students to complete their Podiatry for Chronic Disease Management subject in a real clinical setting.

Lecturer in Podiatric Medicine at the Charles Sturt School of Allied Health, Exercise and Sports Sciences, Kirsty Van Grinsven, said the initiative fosters systemic change within institutions and professions by embedding First Nations perspectives into teaching and learning.

"Through promotion of inclusion and connectivity, this initiative values First Nations perspectives in learning and teaching by collaborating with community to co-design from the beginning," Ms Van Grinsven said.

"Embedding more interactive and immersive cultural learning experiences challenges traditional Western teaching methods, such as lectures and prescribed readings, while fostering culturally safe spaces."

Students begin their learning experience with a face-to-face class at Charles Sturt in Albury-Wodonga, followed by an on-site visit to AWAHS.

During this visit, they participate in a yarning circle with First Nations health practitioners and take a guided tour of the Aboriginal Medical Service.

After the site visit, students reflect on their experiences through an online session as part of their assessment and have the opportunity to return to AWAHS as guest speakers at a monthly clinical meeting.

Students also apply their learning by working alongside First Nations podiatry patients at the local Westside Community Centre under the supervision of AWAHS podiatrist and Charles Sturt Clinical Educator, Cate Melville.

"Our students have received excellent feedback from staff and patients alike regarding the way their clinical practice has evolved to be more culturally responsive in this environment," Ms Van Grinsven said.

A third-year student reflected on the program's impact in a post-subject survey: "The initiative helped deepen my understanding of holistic health care… we learned how as clinicians we can show respect, genuinely engage with patients, and honour each patient's identity."

Beyond the teaching itself, the intercultural team has presented on the initiative at the CSEdX 2023 and 2024 conferences, inspiring academic peers and advancing co-design processes in collaboration with First Nations communities.

The teaching initiative was shaped by contributions from Charles Sturt staff members, AWAHS staff members, and guided by the work of the Charles Sturt Gulaay team, Yindyamarra Winhanganha Community of Practice, the Indigenous Board of Studies, and local First Nations Elders and community members.