This document discusses the importance of feedback loops between medical schools and Aboriginal communities. It outlines Northern Ontario School of Medicine's (NOSM) efforts to build partnerships with communities through workshops to identify needs and challenges. NOSM then works to address the feedback and communities provide further recommendations to evaluate effectiveness. Some examples of initiatives from the feedback include creation of an Aboriginal Affairs unit, admissions supports, integrated community experiences for students, and incorporating traditional teachings. The goal is for the feedback loop to continually improve socially accountable medical education.

1. Aboriginal Community
Partnership Gatherings
An Important Feedback Loop
Kim Daynard, Director, Communications
Tina Armstrong, Director, Aboriginal Affairs

2. Community participation is vital to the effectiveness of socially accountable medical education.

3. With communities, identify community needs and challenges, respond to the needs and challenges identified, and then evaluate the effectiveness of the response.

4. NOSM Curriculum Workshop
January 2003
Sault Ste. Marie

5. June 2003
Wauzhushk Onigum First Nation
August 2006
Fort William First Nation
May 2011
Sudbury
Aboriginal Community Workshops

6. August 2014
Chapleau Cree First Nation
Aboriginal Community Workshops

7. Aboriginal Community Workshops

8. Feedback Loop
Socially accountable medical schools must build into their processes formal mechanisms that enable communities to make informed recommendations for change, and then medical schools to appropriately respond.
(Health Canada, 2001)

9. Feedback Loop

Initial input provided by workshop participants.

NOSM’s response/activities.

Recommendations and feedback based on progress.

NOSM’s response/activities.

10. Feedback Loop

Feedback and activities are more specific as loop evolves.

E.g., Admissions, Communications, Community Engagement, MD Curriculum, Research, Postgraduate Program, Faculty Affairs.

11. Feedback Loop
Admissions
Communications
Curriculum
Community Engagement
Research
Postgraduate
Education

12. Feedback Loop
How effective?

13. 
Periodically held workshops

Creation of Aboriginal Affairs Unit

Creation of Aboriginal Reference Group

Creation of Elders Group

Aboriginal Faculty on Academic Council

14. 
Aboriginal Admissions Stream and Preparation for Interviews

Aboriginal Admissions Sub- committee

Integrated Community Experiences (ICE) placements

15. 
Development of Health Sciences Summer Camps

Creation of “Elders Handbook”

Creation of “Aboriginal Affairs Handbook”

Annual Local Community Coordinators Orientation Sessions

16. 
Periodically held Elders’ Gatherings

Traditional practices and teachings incorporated into school activities

NOSM Cultural Rooms at Laurentian and Lakehead universities

17. 
“Elders on Campus” Program

Cultural competency training for staff and faculty

Compulsory sessions for learners going on 106 placements

Aboriginal Multi-Mini interview sessions conducted by AAU

Compulsory and Elder on Campus sessions on Academic calendar

18. 
Aboriginal Learner support

PGE’s involvement of Elders, Aboriginal staff and faculty in culturally appropriate curriculum

Research Chair working with Aboriginal Communities regarding processes to research from a community perspective

19. Questions?
Miigwetch!