2020 VISION ROUND TABLE

ACKNOWLEDGEMENTS to ALL PRESENTERS

and PARTICIPANTS

 

The organizers of 2020 Vision Round Table wish to acknowledge all presenters, participants and contributors.  A special acknowledgement to the Six Nations Health Services Programs that took time out of their busy schedules to set up displays for the information of Round Table participants. 

The Health Services included:

New Directions and Community Health Representatives - Glenn Forrest
Mental Health Services - Crystal Holley
SHARE-AP - Bonnie Davis
Healthy Babies/Healthy Children - Lois Bomberry
Dental Health - Marlene Mizzau
Ambulance Services - Michael Seth
Health Promotion - Rina Chua-Alamag
Social Development - Lisa Farmer
Long Term Care/Home and Community Care - Lori Monture  

A special thank you to Catherine George of the Association of Iroquois and Allied Indians (A.I.A.I.) for sharing the newly released and very moving video on Fetal Alcohol Syndrome (FAS) & Fetal Alcohol Effects (FAE).

Also, to Native Management Services for the excellent facilitation and coordination of the Round Table.  Well Done!

Nya:weh to all!

 

From the hosting organizations:

            Grand River Post Secondary Education Office
            Grand River Employment and Training
            Six Nations Health Services
            Six Nations Polytechnic
            Six Nations Council

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Executive Summary

Planning for the 2020 Vision Round Table:  “ADDRESSING THE NEED FOR HEALTH PROFESSIONALS IN FIRST NATIONS COMMUNITIES”, was initiated over a year ago by the Six Nations Health Sciences Focus Group, made up of five organizations at Six Nations of the Grand River:  Grand River Employment & Training (GREAT), Grand River Post Secondary Education Office (GRPSEO), Six Nations Health Services, Six Nations Polytechnic and the Six Nations Council.

The very successful two-day Round Table was attended by approximately 55 participants including First Nations health care students, members of First Nations’ health organizations, including Aboriginal Recruitment Coordination Office (ARCO) and National Aboriginal Health Organization (NAHO), along with First Nations, federal & provincial government and university & college representatives. 

 Over the course of the two-day Round Table, participants identified many dozens of activities that could be undertaken to meet the objective of training 40 medical doctors, 60 nurses and 100 other Aboriginal health professionals by the year 2020.  Concerns were expressed about the serious barriers that exist to First Nations students succeeding in elementary and secondary school, particularly in the area of maths and sciences.  In addition, there are clear obstacles for Aboriginal students getting admission into the whole range of health professional studies (not just medicine) and then succeeding in these programs.

Participants supported the development of an integrated short and long-term strategy, working at the local, regional and national levels, in partnership with government, health organizations and the post secondary institutions.  While key decision-makers from all these sectors were not present at the Round Table to reach consensus on such a strategy, everyone agreed that it was appropriate to move forward at this time. 

Overall, three key areas deserve attention:

1. Developing Aboriginal specific Health Access Programs

2. Increasing support so Aboriginal Health Students can succeed in post secondary studies

3. Increasing preparedness of First Nations Students

For the first time in Ontario, diverse stakeholders gathered to develop an integrated strategy of how to identify and support a cohort of Aboriginal Students getting into health studies and succeeding in health careers.  It was recognized, that over the next 18 years, to 2020, many steps need to be taken, to ensure that Aboriginal people will be qualified to provide quality Western medicine and traditional healing.  Beginning that journey now, with a serious commitment of resources and energy, will be necessary to ensure that the next generation has better health care provided by First Nations people.

 

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2020 Vision Round Table:

“Addressing the Need for Health

Professionals in First Nations Communities”

 

INTRODUCTION:

Planning for the 2020 Vision Round Table:  “ADDRESSING THE NEED FOR HEALTH PROFESSIONALS IN FIRST NATIONS COMMUNITIES” was initiated over a year ago by the Six Nations Health Sciences Focus Group.  The Focus Group is comprised of five organizations at Six Nations of the Grand River:  Grand River Employment & Training (GREAT), Grand River Post Secondary Education Office (GRPSEO), Six Nations Health Services, Six Nations Polytechnic and the Six Nations Council.  The Focus Group commissioned a report in April 2001 that examined the lack of trained Aboriginal health professionals in First Nation communities, and noted that while some local steps were being taken to address this need, the problem required an integrated response.  The Focus Group realized that to develop a long-term, comprehensive, holistic strategy it would be necessary to seek alliance with other First Nations and their health organizations and to engage governments, the universities and colleges and the private sector in meeting the challenge.   The goal of graduating a strong cohort of First Nations health professionals by the year 2020 became the theme for the Round Table.

SUMMARY OF THE ROUND TABLE PROCEEDINGS:

The very successful two-day Round Table, hosted by Six Nations of the Grand River, attended by approximately 55 people, was held June 4 – 5, 2002, in Brantford, Ontario.  Participants included First Nations health care students, members of First Nations health organizations, including the Aboriginal Recruitment Coordination Office (ARCO) and the National Aboriginal Health Organization (NAHO), along with First Nations, federal/provincial government and university/college representatives.  (See Appendix A for List of Participants at page 26)   The Department of Indian Affairs generously provided funding for the event.  The Round Table was opened by Amos Key, Executive Director of the Woodland Cultural Centre, with the Haudenosaunee thanksgiving address.  

Six Nations’ Chief, Roberta Jamieson, spoke on behalf of the Six Nations Council, and she congratulated the other four key organizations, which had come up with the concept of the Round Table.  She stressed the need for clear goals coming out of this Round Table to improve the health of First Nations’ people.  She noted, that recently out of twenty-four (24) First Nations applicants to McMaster’s medical school, not one had been granted an interview!  She emphasized that it is necessary to change attitudinal barriers, and to ensure that the federal government lives up to its fiduciary responsibility to First Nations people.  As well, there is a need to respect traditional medicines and healing.  While First Nations people are willing to share indigenous knowledge, it needs to be protected from exploitation.

Mary Jamieson, chair of the Round Table, stressed to participants that the focus should be on solutions not recommendations.  In a short power-point presentation, she reviewed the need for health care professionals – not just doctors and nurses, but everything from child behaviour experts to dentists, personal support workers and X-ray technicians.  She noted that in the mainstream, the Romanow Commission on The Future of Health Care in Canada cannot be counted on to address the serious Aboriginal health issues.  She noted that the Ontario Medical Association had reported in April 2002 on the current physician shortage in Ontario and the fact that it is Aboriginal communities, which are the most under-serviced.  She highlighted the Canadian Medical Association report, also released in April 2002, which linked the physician shortage to higher tuition fees.  This will become an even bigger barrier to First Nations students over the next generation unless new funding support initiatives are introduced.  Mary noted that a generation ago, when First Nations people were concerned about not having their Treaty and Aboriginal rights recognized, they encouraged their children to go to law school – now there are many Aboriginal lawyers.  Her challenge was “Why can’t the same be done now to encourage children to go into the health professions? The parents must be involved!”

A panel discussion followed with five contributors:  

Six Nations councillor, Linda Staats, who is also Executive Director of Six Nations Polytechnic reviewed the success Polytechnic had in getting more First Nations educators trained through local community-driven efforts and a partnership with Brock University.  She stressed that increased visibility of First Nations teachers had come through, moving a whole cohort of First Nations people through at the same time.  She spoke about the lessons learned by visiting the University of Washington State’s Centre of Excellence – it is focussed on training tribal medical students with substantial federal government support.  

Dr. Malcolm King, a member of the Mississaugas of New Credit First Nation and Co-ordinator of Pulmonary Research at the University of Alberta in Edmonton, spoke about his experience supervising the University of Alberta’s Aboriginal Physician Admittance Program.  This is one of only two in Canada, the other being at the University of Manitoba.  He noted that 26 Aboriginal M.Ds have been graduated over the last 10 years.  He spoke of the visionary thinking of the University’s senior administration when developing the program in 1988:   

a)      to dedicate two extra seats for training Aboriginal medical students

b)      to automatically interview any qualified Aboriginal applicant, and

c)      to have a majority of Aboriginal members on the interviewing committee. 

He also noted the importance of Aboriginal students getting summer research work – both to get exposure to medical work, also to develop appropriate references for completing their medical school applications. 

Karen Hill, a 2^nd year Med Student from Six Nations spoke about her experience in getting into McMaster University’s Medical School.  She noted that she had done nursing and adult education, and only later, as a mature student, realized that she did have the qualifications to go into medicine.  While she failed her first interview, she applied again, with more experience and confidence – and got accepted.  She spoke about the financial difficulties she is facing even with a supportive, working husband behind her.  

Ellen Ruckholm, the Director of Nursing at Laurentian University, spoke about the new Northern Medical School which is being developed at two campuses:  Laurentian in Sudbury and Lakehead in Thunder Bay.  She noted that the Dean has just been hired, Dr. Roger Strasser, from Australia, who has worked with First Nations people in Sioux Lookout.  She stressed that the Northern Medical School would not have a standard program, but rather would focus on seven areas of delivery in Northern Ontario through distance education; there will be an inter-disciplinary approach; and the program will attend to health issues in the North.  The Northern Medical School will have a mandate to encourage Aboriginal students:  First Nations communities will have representation in decision-making; involvement in curriculum development; and, in the admissions process.  

Gerry Martin, Program Co-ordinator, Indian & Inuit Careers, through the Aboriginal Recruitment Coordination Office (ARCO), spoke personally of his own experiences as a nurse and recruiting First Nations people into health professions.  He observed that Aboriginal students who come through the access programs generally do better because they have been given the extra support to succeed.  He stressed the importance of role models; and the need for financial support for students.    

A question and answer session with the panellists, followed, and the ideas generated are summarized at page 24.  Following the lunch break, the group was divided into three small groups for discussion of the building blocks of a strategy to graduate by 2020,      40 First Nation doctors, 60 nurses and 100 other health professionals.  The groups were provided with a template proposing a range of activities in three areas:

            A)  Access, Preparation, Program Methodology & Engaging Partners

                   (Improving quality of First Nation education, making “maths and sciences”  more relevant to Aboriginal students, what is needed, where, how, etc.)

            B)  Creating an Infrastructure for Success

                   (Support, commitment, funding)

            C)  Supportive Policies, Programs & Commitment

                  (Post secondary funding and support to Aboriginal Institutions, etc.)  

 The template noted that there were at least three levels of strategic focus at:  

1. The local First Nation level  

2. The regional or Ontario level, and  

3. The national level

Participants were challenged to use the small group sessions to identify key Deliverables at which Strategic Level, who would Lead, who would be a good Partner for the activity, and what Resources and what Timing would be needed to achieve the primary objective through the proposed activities.  A second small group was held later in the afternoon, followed by a reception and information display presentation, from many health services at Six Nations.   

On Wednesday, June 5^th, there was a summary distributed of the two small group sessions the day before, and Darrin Jamieson, one of the co-facilitators highlighted the issues which had arisen.  (See attached Thematic Summary at page 15)  This was followed by a final small group discussion focussed on finding solutions.  Following lunch, there was a showing of a video produced by the Association of Iroquois and Allied Indians (AIAI), on Fetal Alcohol Syndrome.   

Then, there was a review of the ideas generated by the small groups (See Strategic Proposals from Day 2, at page 12).  There was a facilitated discussion led by Grant Wedge, another co-facilitator, of the key building blocks of the strategy emerging from the Round Table.  Some concern was expressed that more senior representatives of government and the universities and colleges were not present – although it was noted that McMaster, Western, Wilfred Laurier, Laurentian Universities and Mohawk College attended, and these delegates would be reporting back directly to their respective Presidents on the outcome of this Round Table.  

In the closing wrap-up, participants expressed their views about how positive the event had been; how there was a chance to make a difference by encouraging and supporting First Nations students to get into health studies; and, the importance of following-up on this event. 

MATERIALS:  

In the participants’ registration kits, background information was provided on the five organizations in the Six Nations Health Sciences Focus Group and about the presenters.  In addition, there was the Summary Report from the Aboriginal Health Education Symposium, held February 8 – 9, 2001, at UBC Longhouse, Vancouver – UBC’s Faculty of Medicine has committed 6 of 128 seats for Aboriginal applicants and there is a First Nations Residency Program to permit training in a First Nations community.  Fact sheets were provided on American Tribal Health Education Center Projects, undergraduate exposure to health care and Health Career Internships.

BUILDING A STRATEGY FOR SUCCESS:

Over the course of the two-day Round Table, participants identified many dozens of activities, which could be undertaken to meet the objective of training and retaining more Aboriginal health care professionals by the year 2020.  Concerns were expressed about the serious barriers, which exist to First Nations students succeeding in elementary and secondary school, particularly in the areas of maths and sciences.  In addition, there are clear obstacles for Aboriginal students getting admission into the whole range of health professional studies (not just medicine) and then succeeding in these programs.

Participants supported the development of an integrated short and long-term strategy, working at the local, regional and national levels, in partnership with government, health organizations and the post-secondary institutions.  However, key decision-makers from all these sectors were not present at the Round Table to reach consensus on such a strategy, but everyone agreed that it was appropriate to move forward at this time.  There was caution that traditional knowledge and healers have to be respected and involved in designing First Nations specific initiatives – and care must be taken to ensure that there is not exploitation of indigenous medicines, healing and practices.

 Overall, three key areas deserve immediate attention:

 1)  DEVELOPING ABORIGINAL-SPECIFIC HEALTH ACCESS      PROGRAMS:

      From the experience in western Canadian provinces (Manitoba, Alberta and British Columbia) and in the United States, it is clear that:

                                   i.          Setting aside a number of seats for Aboriginal students in medicine, nursing and other health professions has a demonstrated impact on increasing the number of Aboriginal health professionals.  Therefore, it is proposed that specific arrangements be negotiated with Ontario universities and colleges to get health studies seats set aside for Aboriginal students.

                                 ii.          However, this is only the first step, because it is clear that there are barriers to Aboriginal students being interviewed and accepted.  Therefore, it is further proposed that the arrangements include, that any qualifying Aboriginal student be given an interview; that Aboriginal health professionals and students be included in interview panels; and,

                                iii.          Wherever possible, internships in First Nations communities should be encouraged.  

2)  INCREASING SUPPORT SO ABORIGINAL HEALTH STUDENTS CAN SUCCEED IN POST-SECONDARY STUDIES:

1. Special Access Programs with specific resources such as mentorship to help students succeed should be encouraged;  
   

2. Co-op and summer placements, along with research opportunities are needed to help provide Aboriginal students with support as they move through their health studies;   
   

3. Financial support is critical for tuition, books, equipment, cost-of-living and support should be sought from government, post-secondary institutions and the corporate sector; and,   
   

4. Pilot projects should be considered such as the Akwesasne program for subsidizing First Nations members to go back to school for up-grading on the promise that they will return and work in the community for a set number of years.  Existing (and new) funding can be pooled from DIAND and HRDC sources to facilitate this.

   
3)  INCREASING PREPAREDNESS OF FIRST NATIONS STUDENTS:

The activities identified can be started at the local level – in First Nations communities’ elementary schools, and secondary schools (whether on or off reserve), in terms of:    

1. more support for maths and sciences instruction and equipment;  
   

2. generally more promotion of students’ success;   
   

3. support to teachers to become better able to teach maths and sciences and to identify and support First Nations students who have an aptitude in maths and sciences;  
   

4. holding science fairs and research projects; and,  
   

5. supporting “candy stripers” and exposure by children to health professions through on-site visits to health facilities and offices.  

To undertake the further work needed to make the strategy a reality, it was agreed that it would be useful to set up a number of working groups.  In addition to the work of the Six Nations Health Sciences Focus Group, with its five constituent organizations, which can focus on delivery of local initiatives at Six Nations, it was proposed that there be at least two Working Groups:

1.  ACCESS WORKING GROUP:

Comprised of:  Post Secondary, Area Management Boards and Education Organizations.   

  i.  Dealing with pre-med preparation and access to medical seats

    ii.  Focussing on the need for seat set-asides for Aboriginal students 

COMPOSITION:
	Laura Horton; Seven Generations Education Institute
	Rebecca Jamieson; Grand River Post Secondary Education Office
	Maura Hanrahan; National Aboriginal Health Organization
	Dr. Dawn Martin-Hill; McMaster
	Donna Lyons, Aboriginal Recruitment Coordination Office

2.  POLITICAL LOBBYING GROUP:  

i.  Dealing with funding-raising and policy issues with government/business                   

COMPOSITION:
	Linda Staats; Six Nations Polytechnic & Six Nations
	Council
	North Shore Tribal Council representative .
	A liaison person with the women Chiefs of Ontario   (to be identified)

CONCLUSION:

For the first time in Ontario, diverse stakeholders gathered to develop an integrated strategy of how to identify and support a cohort of Aboriginal Students getting into health studies and succeeding in health careers.  It was recognized, that over the next 18 years, to 2020, many steps need to be taken to ensure that Aboriginal people will be qualified to provide quality Western medicine and traditional healing.  Beginning that journey now with a serious commitment of resources and energy will be necessary to ensure that the next generation has better health care provided by First Nations people.

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2020 VISION

 

“ADDRESSING THE NEED FOR HEALTH PROFESSIONALS
IN FIRST NATIONS COMMUNITIES”

  AGENDA

Tuesday, June 4^th – Wednesday, June 5^th, 2002

Brant Park Inn, Best Western, Brantford

 

DAY 1	Tuesday, June 4th
8:00 a m.	Registration & refreshments
9:00 a.m.	Opening Prayer
9:10 a.m.	Welcome & Setting the Stage for 2020 Vision:  Chief Roberta Jamieson, Six Nations of the Grand River
9:20 a.m.	Introduction:  Chair:   Critical Path for how we can work together Mary Jamieson
9:30 a.m.	Participants’ introductory exercise
10:30 a.m.	Break
10:45 a.m.	Panel Discussion:  What is Possible?   (Linda Staats, Dr. Malcolm King, Karen Hill, Gerry Martin, Dr. Ellen Rukholm)
Noon	Lunch
1:15 p.m.	Orientation to Small Group Sessions
1:30 p.m.	1st Mini-Round Table Discussions:  “Finding Solutions to…”
3:00 p.m.	Break
3:15 p.m.	2nd Mini-Round Table Discussions: Cont’d
4:45 p.m.	Wrap up of Day 1
5:00 p.m. to	Networking Reception
7:00 p.m.	Display presentations of Six Nations Health Services Infrastructure
Day 2	Wednesday, June 5th
8:00 a.m.	Registration & Refreshments
8:30 a.m.	Call to Order of Day 2 – Recap of Day 1
8:45 a.m.	Presentation of the Roll-up from the 3 Mini-Round Tables from Day 1
10:00 a.m.	Break
10:15 a.m.	Mini-Round Table Discussions:  Strategies & Deliverables
Noon	Lunch
1:15 p.m.	Report back from the 3 Mini-Round Tables
2:00 p.m.	Moving to consensus on 2020 Vision Strategy & Next Steps
2:45 p.m.	Quick Evaluation:
3:00 p.m.	Wrap-up
	Closing Prayer

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SUMMARY OF DAY 2 WRAP-UP SESSION:  

"WHAT IS THE ONE PRIORITY YOU WOULD SAY CAME OUT OF THIS MEETING?”

-  Preparing students.    
-  Negotiate new agreements for credit with the Universities and Colleges.    
-  Use Native Nurse Program (NNP) one year preparatory program.     
-  Student accessibility and retention.     
-  Increase interest and help.    
-  See everyone as an ambassador.    
-  Need organizations to open doors for student placements and summer students.
-  My work as a Health Director is important (role-model too).    
-  I need to report on this meeting to the Tribal Council.     
-  Increase info-sharing and networking.     
-  Setting aside training dollars to support health care students.      
-  We need a comparable First Nations/Aboriginal Medical Institute comparable to the American Centres of Excellence.      
-  Focus on the pathway into the Health Sciences.       
-  Importance of NAHO/ARCO’s environmental scans and resources.      
-  Seat set-asides PLUS push cohorts of First Nations students            

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SUMMARY OF STRATEGIC PROPOSALS FROM SMALL GROUP DISCUSSIONS ON DAY 2:

1. STRATEGIES FOR IMPROVING ACCESS, PROGRAM     METHODOLOGY AND ENGAGING PARTNERS
   
     1.      Health Career Fairs (Local)  
   -Health Services Education to lead on this
   -Partner with Colleges and Universities, GREAT, DIAND  
   -Useful to have evaluation forms at the fairs and follow-up 
   -Consult with ARCO on indicators                  
   
   2.      Champion in each institution (Regional)                      
   -Aboriginal Education Council representatives to lead                      
   -Partner with the Colleges and Universities                     
   -Use the $100,000 annual allocation to ensure we are receiving value and improve if necessary with additional funds    
   
   3.      Job Shadowing/Co-op Placements (Local)  
   -GREAT at Six Nations to lead through Youth Funding  
   -Look to partner with Health Services organizations  (Hospitals,   doctors, dentists, offices and labs)  
   -Link with the Area Management Board support too      
   
   4.      Visits by Health Care Professionals (Local)  
   - Lead:  education health services in elementary and secondary schools  
   - Partner with ARCO, McMaster, other Universities and Colleges  
   - Important to look at databases, eg. Canadian Aboriginal Leaders in Medicine (CALM)                             
   
   5.      Database of all Student Support Programs  (Regional and National)                                  
   -ARCO and NAHO to lead                              
   
   6.      Job Experience (Local/Regional/National Levels)                                   
   -Rotations; access to traditional healers                            
   
     7.      Student Visits to Health Centres (Local Level)                                  
   -Educators to take lead with support from Health Care facilities and Traditional healers      
   
   8.      Teachers and Counsellors Training and Support  (Regional/Local)  
   -More resources, eg., DIAND’s “Partnership in Success”     
   
   9.  Protection of Traditional Knowledge (Local/Regional/National)      
   -Lead from Aboriginal scholars with  Elders  
   

• STRATEGIES FOR AN INFRASTRUCTURE FOR SUCCESS:       
  
  1.   Belief System/Family/Confidence-Building (Local Level)                              
  -Promote social development in schools                   
  -"It’s OK to be smart" theme                  
  -Need policy shift to improve healthy school environment                 
  -Needs to be interdisciplinary with social services and health staff and educators                   
  -Result will be to improve children’s quality of education  
  
  2.   Promote/Honour Gifts of all People – “personal best"
  
  3.   Access/Link with Health and Science Fairs (Local & Regional)  
  -Get kids excited about science opportunities                                  
  -Promote summer camps and research projects       
  
  4.   Role Models (Local & Regional)   
  -Mentorship through institutions such as GREAT   
  -Bring in artists, musicians, eg., Robbie Robertson   
  -Messages on websites/posters/CD-ROM, etc. done in  partnership with Health Organizations/Medical  Student Associations, ARCO, NAHO, etc., and have the school walls covered with our own people  
  
  5.  Retaining Physicians (Regional/National Level) 
  -Seeing 8 – 12 patients a day more effective than 30+      
  -Work towards a system that pays equitably        
  
  6.   Access First Nations Resources (Ontario Regional Level)      (eg. Casino Rama  Future Generations Fund)    
  -Identify budget needed to support First Nations students needs for support/mentorship programs, etc.          
  
  7.   Centres for Health     
  -Use the Aboriginal Institutes Consortium    
  -Have the partners access existing funding sources                
  -Help prepare Aboriginal students for access to medicine        
  
  8.   Establish Incentive Programs to support Post-Secondary Access-Examples:  Employee incentive programs such as the Akwesasne Program – resources pooled to support students with the promise to return to work in the community; summer student employment in doctor’s offices, hospitals, other health facilities, etc.    Interested in doing follow-up:  Karen Hill, (student), Roger Anderson, (GREAT), Gerry Martin, (ARCO) with a Post-Secondary institution representative  
  
  

• STRATEGIES FOR SUPPORTIVE POLICIES & COMMITMENT:    
  
  1.  Value in working Groups:         
  -There is value in having working groups 
  –but need to be sure there’s co-ordination between them
  -There are differences between North and South which need to be  factored in       
  -There may be a role for the Aboriginal health institutions to do 
  -a “bridging” role        
  
  a)  A First Nations Post Secondary Education and Other Educators Working Group with vocational counsellors and Area Management Board representatives to focus on programs       
  -  Need to liaise with the Northern Medical School     
  
   b)  A Political Working Group:  with Band Councillors, First Nations Organizations                                                      
  -Need to Push Same Message in the Lobbying:                     
  -Value to set aside Health Care “seats”                     
  -To increase number of First Nations in Health Care  professions   
  -VISION                      
  -NEED/INTEREST                      
  -CAPACITY                      
  -Strategy has to be inclusive of all First Nations            
  
  c)  A Funding Working Group:  with key corporate and other champions to raise dollars. Eg. To fund medical students.      
  
  2.  Internal Work:                    
  -Need to set priorities with Chiefs and Council             
  -Maybe ask Chief Roberta Jamieson to speak to this issue to the Chiefs                             
  
  3.  External Work:  Lobbying:  

  MPs/Senators and MPPs  Bureaucrats       Corporations        Universities and Colleges

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SUMMARY OF THEMES FROM SMALL GROUP DISCUSSIONS ON DAY 1:

  A)  SOLUTIONS FOR IMPROVING ACCESS, PREPARATION,      PROGRAM METHODOLOGY AND ENGAGING PARTNERS  

1.  Health Career Fairs "hands on" demonstrations to start with Grades 5 and 6

2.  Dedicated Spots for Aboriginal Students – need Deans of Medicine/Presidents/Vice-Presidents’ support for these initiatives  

3.  Co-op Placements for Aboriginal Students to increase their experience, “job shadowing”, internships, and more summer jobs in health careers

4.  Sponsor visits for role models  

5.  Student visits to health care facilities/programs  

6.  More info needed – because research reveals that few counsellors and teacher     promote health careers

7.  Need to value Traditional Knowledge and make sure it is not exploited

8.  Value of teaching health sciences on Reserve (Eg. B.C.)  
9.  Have Aboriginal health and healing course as a part of mainstream 

10.  Value in practicum for MDs and nurses being done on-reserve  

11.  Consider how the Personal Support Worker program can be done on flex- time at Six Nations Polytechnic 

12.  Value of Pre-Med like Pre-law at Saskatoon (M-CAT test that people have to  take - funded by CMA to provide guidance to Aboriginal students before taking the test)

13.  Partner with private sector but note that First Nations need to control through protocols how community information is used 

14.  Job Rotation or Exchange -- important for Aboriginal graduates to work in  mainstream before coming back to First Nation 

15.  The necessity to work on the need for registered and non-registered health professionals and the importance to educate Council and the people of this need.  

B)  SOLUTIONS FOR CREATING AN INFRASTRUCTURE FOR SUCCESS

Longer-Term Strategic Planning:

ATTITUDINAL CHANGES: 

1.  Fundamentally need to address our belief in ourselves that we can succeed in  the health sector. 
   

2.  Needs to be addressed through the family unit, extended family, and the community – the current community social dynamic does not support and inspire confidence to pursue health careers.    
   

3. Need to plant seeds early to build the confidence level.  
   

4. Start early with kids – need to acknowledge our self-doubt and work on  removing this at all levels – family, school and community.  
   

5. We need more role models who can share their education and    employment experience.

 

POLICY & PROGRAM CHANGES:  

Impacting the awareness and confidence level now is required if we are going to produce the graduates identified in our 2020 vision.  

            1.  Students require a high level of support in all levels of education, but   particularly in the university/college setting. 

            2.  Support programs need to be implemented and funded properly through separate funding.  

            3.  Look at approaching the Casino Rama dollars to cover special health support programs.  

            4.  We need to agree and establish the need for health professionals as an educational priority    

5.  Provide financial incentives for First Nations Medical students to return to work in the community – this might include the payment of additional OSAP loans as long as they are working at home    

6.  Need to ensure there are job opportunities both through existing health  service providers as well as business start up funds for practitioners.

      Short-Term Strategic Planning:  

1.  Focus on building a stronger working partnership relationship between our communities and the universities and colleges.  

2.  We need to do a file review of the First Nations Medical School applicants (turned down at McMaster) to allow for strategic focussing of resources for counselling, pre-med access programs and funding.  

3.  Need research opportunities for First Nations students.

4.  Need to change admissions policies to make more Aboriginal-inclusive.

5.  Need to applaud our successes more often through graduation gatherings and promotion of our First Nation students.  

6.  There is a need to demystify the medical profession through awareness and  education.  

7.  We need to promote medical careers as a priority to our students at all age groups.  

8.  The Canadian Medical Association (CMA) has a priority for increasing First  Nations participation in the health sector – we need to engage them in our vision and strategic plan through awareness and support programs.  

9.  Our students need to experience the medical school/post secondary environment prior to entering.  

          10.  A pre-med school application/interview handbook should become part of the Aboriginal student access program.  

          11.  Look at our supply of students at different age levels and focus on moving  cohorts of five or more through studies at the same time because this will  create an on site/school “alternate family/support unit” for the students.

12.  Find out how to take advantage of NAHO’s partnership with CMA to increase Aboriginal participation and retention.  

          13.  To facilitate and create the right environment for health professionals to start  up business practices, need to shift to the patient-nurse/assistant culture, which could be done through closer case management practices.  

          14.  To build an infrastructure we need to clearly identify our supply of students –  what are their backgrounds; in what areas do they need support, bring through a cohort or groups of students to create evidence of success.   

          15.  Have these graduates agree – in exchange for our financial support – that they will come back to the community and work as practitioners and/or mentors for other students (this has been done at Akwesasne).  

 16.  Also, we have a large number of health professionals and service providers  presently employed – not all are from Six Nations/First Nations.  We can look to graduating people to fill these spots as there is turnover.  

 17.  Information on Special Bursaries/scholarships:

	National Aboriginal Achievement Foundation (www.naaf.ca) provides funding from $500 to $5,000 to eligibile Aboriginal students – see website. Aboriginal Nurses Association of Canada (www.anac.ca) also provides support and scholarship funds. The Ontario Youth Action Initiative can provide additional funding to research projects where students ages 12-18 are involved with the presentation of research findings at workshops and conferences. The CMA offers two awards for Aboriginal students.

          18.  The NAHO environmental scan will be complete this summer identifying all medical programs, schools, supports, etc., that currently exist – this  will be a useful resource for students as they make their school decisions.  

          19.  The Six Nations/Imperial Oil agreement could be targeted as a source to fund  health care and medical student programs and scholarships  

          20.  Need to partner with the private sector which could show support for  Aboriginal participation in health care by offering scholarships and special job placement/co-op incentives in the short term and job opportunities in the longer term.          

          21.  Need to promote health as a priority and raise awareness through the media, TV, special reports on CBC, APTN, etc., to reach a broader audience including the corporate world.    

22.  GREAT indicated willingness to take a lead role