Healthy Futures Report - LIME Network

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<strong>Healthy</strong> <strong>Futures</strong>●●financial support; andpressure to go back and practice only inIndigenous communities or organisationsboth from their own community and thewider community.3.4.2 Recruitment and retention studiesVarious studies and publications have beenundertaken by universities, individuals andgovernment agencies on the recruitment andretention of Indigenous medical students.Newcastle UniversityA report on the characteristics of studentsentering Australian medical schools by theAustralian Medical Workforce AdvisoryCommittee (AMWAC) in 1997 34 brieflyconsidered the recruitment and retentionactivities currently being undertaken by anumber of Australian medical schools. Thecommittee identified Newcastle University ashaving the most comprehensive and effectiveapproach through its course promotionactivities, culturally appropriate admissionprocedures and Supportive learningenvironment (see Table 2).Indigenous students in QueenslandA 2000 Queensland study on the role oftertiary education in strengthening Indigenoushealth by Williams and Cadet-James 36 foundthat a number of factors influenceparticipation and retention outcomes forIndigenous students including that:●●●potential students are concerned thattheir level of education is insufficient toallow them to undertake or sustaintertiary study;family and community support may beforthcoming only if they are able toperceive benefits of the study for thestudents and the community and theeducation process; andthe support by fellow students bothduring and after completion of study.Table 2. Approach by Newcastle University to recruitment and retention of Indigenousstudents.Course promotion activities●●●●Promotion of courses by academic staff, Indigenous students and graduates at schoolsand to Indigenous communities and Indigenous community health organisationsAdvertising of courses nationally through relevant media, including Koori mail and radioprogramsProvision of career development days with Indigenous students and graduatesparticipatingDocumentation about admission procedures and the Indigenous Liaison Office in facultypromotion material and the University Admission Centre guideCulturally appropriate admission procedures●●●Processes that are consultative to ensure that students receive family and communitysupport as well as support from the local Indigenous communitiesBroadly defined eligibility criteria that takes into account prior disadvantageRigorous application of final selection criteria, conducted over three days and based on:oooa briefing session followed by the Undergraduate Medicine and Health SciencesAdmission Test (UMAT);a community-based interview; anda structured interview and assessment10Supportive learning environment● A learning environment that provides teaching and research about Indigenous healthissues. 35
LITERATURE REVIEWThe report recommended that:●●●●tertiary institutions consider developingcourses that can be structured to enablethe incremental development of students’skills.whenever possible, educational activitiesshould take place within the community;tertiary institutions adapt admissioncriteria and educational strategies toreflect educational opportunities, bothformal and informal, Indigenous andnon-Indigenous, available in students’communities; andteaching institutions foster thedevelopment and maintenance of thestudent community and facilitate itscontinuing function as a past students’support network. 37Recommendations from this study were basedon the conclusion that recruitment andretention must involve a range of activitiesaddressing the holistic needs of the student.No shame jobNo Shame Job, by Adams (1999) is an easy-toreadbooklet aimed at encouraging Indigenouspeople to pursue a career in health. 38 Itcontains stories and messages from studentsenrolled in health degrees.The objective for putting this booklettogether is to encourage other youngIndigenous people to choose a career inhealth to show that there are many ways toreach you goals and that there is plenty ofinformation, places to study and people togive you advice and direction. 39Kiarna Adams is an Indigenous medicalstudent at the Centre for Aboriginal Medicaland Dental Health at the University ofWestern Australia, a 2001 member of theNational Youth Roundtable and the AIDABoard 2004/05 Student Representative. NoShame Job demystifies the process of applyingto university and other tertiary institutions,addresses common questions and concernsraised by potential applicants and addressesissues such as:●●●●●career choices in health;ways to reach your goals;educational and study concerns;institutional expectations; andhousing and financial assistance.Aboriginal and Torres Strait IslanderEducation PolicyThe Australian Government Aboriginal andTorres Strait Islander Education Policy (AEP)plays a role in efforts to increase therecruitment and retention of Indigenousmedical students. 40 The higher educationinstitutions’ Indigenous Education Statementsstate that improving access for Indigenousstudents is imperative, and that… issues such as disadvantagedbackgrounds, remoteness, financialconstraints and alienation form theeducation sector need to be overcome toensure adequate access for Indigenousstudents. 41Institutions have devised varying programsand initiatives to improve access in theirrespective institution. Some examples ofprograms include:●●●●alternative entry programs;outreach programs;scholarships; andalternative delivery modes.11
Page 1 and 2: HEALTHY FUTURESDefining best practi
Page 3 and 4: HEALTHY FUTURESDefining best practi
Page 5 and 6: FOREWORDAssociate Professor Helen M
Page 7 and 8: CONTENTSForeword ..................
Page 9 and 10: CONTENTS5. DISCUSSION .............
Page 11 and 12: ACKNOWLEDGMENTSThe Australian Indig
Page 14 and 15: Healthy Futures●●mentoring;curr
Page 16 and 17: Healthy Futures1.2 The Best Practic
Page 18 and 19: Healthy Futures2.1.3 Unstructured i
Page 20 and 21: Healthy Futures3. LITERATURE REVIEW
Page 22 and 23: Healthy Futures3.2 Indigenous healt
Page 26 and 27: Healthy Futures3.5 Recruitment and
Page 28 and 29: Healthy Futures●●●●●●
Page 30 and 31: Healthy Futures3.5.3 CanadaThe lite
Page 32 and 33: Healthy Futures4. FINDINGS4.1 Indig
Page 34 and 35: Healthy FuturesFigure 1. Recruitmen
Page 36 and 37: Healthy FuturesMentoring, curricula
Page 38 and 39: Healthy FuturesA number of these ac
Page 40 and 41: Healthy Futures4.3.4 Indigenous med
Page 42 and 43: Healthy FuturesStudents and graduat
Page 44 and 45: Healthy Futures4.4 Other themes in
Page 46 and 47: Healthy FuturesPre medical, enablin
Page 48 and 49: Healthy FuturesThese participants f
Page 50 and 51: Healthy FuturesGraduates indicated
Page 52 and 53: Healthy Futures4.6.4 Collegiate sup
Page 54 and 55: Healthy FuturesLIME Connection stat
Page 56 and 57: Healthy Futuresmedical students and
Page 58 and 59: Healthy FuturesPromoting to differe
Page 60 and 61: Healthy FuturesIndigenous students
Page 62 and 63: Healthy Futuresmanagement and decis
Page 64 and 65: Healthy Futures5.3 Recruitment and
Page 66 and 67: Healthy FuturesPrinciple 1All Austr
Page 68 and 69: Healthy FuturesPrinciple 5Ensure al
Page 70 and 71: Healthy Futures6. Is there another
Page 72 and 73: Healthy FuturesThe Australian Indig
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Healthy FuturesThe Australian Indig
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Healthy Futures9. a. Please list th
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Healthy FuturesBritish Medical Asso
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Healthy Futuresoutcomes: A response
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Healthy FuturesENDNOTES1 Steering c
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Healthy Futures45 Op Cit, Ready, 19
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Healthy Futures105 Op Cit, Standing
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Healthy Futures Report - LIME Network

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