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Introduction: Healthcare students undertaking placements in the Northern Territory come from many different universities. Having previously and successfully used an educational escape room to teach students about interprofessional practice and teamwork, we aimed to co-design a new escape room activity with a scenario that would support students on their cultural learning journey. Methods: There were three stages involved in the development of the escape room session: 1) train Aboriginal and Torres Strait Islander people to facilitate a consultative workshop, 2) design and deliver a consultative workshop that enabled Aboriginal and Torres Strait Islander participants to contribute to, and decide on, the new escape room scenario and learning objectives and 3) develop the complete educational activity, including props, session plan and evaluation. Each stage was evaluated by both participants and researchers to ensure that it aligned with the core ethical values of spirit and integrity, cultural continuity, equity, reciprocity, respect and responsibility. The final education session was trialled and reviewed with Aboriginal and Torres Strait Islander participants providing feedback and ensuring the integrity of the co-design. Outcomes and evaluation: Each of the project objectives were met, with the final educational escape room being offered to students undertaking a healthcare placement in Darwin. Conclusion: The co-design process took significant time and effort but meant responsible and responsive engagement, which strengthened relationships, provided opportunities for skill development and produced an educational session that will continue to improve healthcare students' understanding of working with Aboriginal and Torres Strait Islander people. [ABSTRACT FROM AUTHOR]

Introduction: Cultural immersion can be an effective method of health professional student cultural learning, and part of interprofessional learning. This evaluation aimed to report the views of staff and Aboriginal and Torres Strait Islander contributors about a cultural immersion program, as well as the student perspective., Methods: Semi-structured interviews with staff (11 non-Aboriginal, 3 Aboriginal) and Aboriginal contributors (n=3) were conducted after the 2020 immersion program. Data were collected from 138 student participants following the 2018 (n=45), 2019 (n=33) and 2020 (n=60) remote health experience immersion weekends in Katherine, in the Northern Territory of Australia. Seven staff of the 2020 weekend provided written feedback about their experiences. Qualitative data were analysed thematically, and quantitative results scored from ratings on a five-point scale were presented as means, standard deviations and percentage of respondents agreeing or strongly agreeing with evaluative statements., Results: Results are presented under the four themes that were identified: (1) understanding remote practice, (2) Aboriginal culture, (3) working together and learning from each other, and (4) ongoing opportunities. Feedback from students and staff was overwhelmingly positive, with learning occurring in each of the intended areas. Relationship building and embedding Aboriginal and Torres Strait Islander culture and knowledge throughout the weekend were seen as invaluable components., Conclusion: The Katherine Remote Health Experience is a valuable, immersive introduction to remote health practice for students from multiple disciplines. As a standalone event it has developed positive relationships, improved knowledge, and encouraged students to consider practising outside of metropolitan areas. There is scope to further develop pathways into remote practice for interested students.