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10 Muster2014 Jong
The document describes a pre-med summer institute program that aims to promote and prepare Aboriginal students to apply to medical school in Canada. The 4-week program involves the students shadowing medical professionals, learning first aid skills, and getting mentored. It also helps the students explore a career in medicine and supports their medical school applications. Most students who completed the program decided to pursue a career in healthcare and some have now been accepted to medical school.
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10 Muster2014 Jong
- 1. Pre-med summer institute promoting & preparing Aboriginal students to apply to medical school in Canada Professor Michael Jong
- 2. Faculty/Presenter Disclosure •Faculty: Michael Jong • Relationships with commercial interests: None
- 3. Goal • Socialaccountability • Assist Indigenous students who have an interest in medicine as a career decide if medicine is a right career choice and prepare them for application to medical school
- 4. Selection Process •Ads through Aboriginal organizations and local University • Written application to Aboriginal Health Initiative • Selection for interviews – to reflect equitable representation from the 5 Indigenous governments • Interviews by the Aboriginal representatives & one faculty • Decision through consensus
- 5. Objectives • Discoverlife as a medical student, resident and as a physician • Mentorship with physician/medical resident/medical student • Reflection on health, health care and indigenous health including the need for physicians in their own communities • Learning about application to medical school • Further interest in medicine
- 6. Description of Program • 4 week program in a remote community with predominantly Indigenous population • Immersion – interdisciplinary rounds, helping and shadowing • Reflection • Practice – first aid, CPR, simulation
- 7. Components • Orientationwith medical staff/trainees and the health facilities including contracting and welcoming • Introduction to ethics in medicine • Patient history taking, charting and patient confidentiality
- 8. Components • CPR • Prehospital stabilization with medics • Simulations including high fidelity
- 9. Components • Shadowingof medical students • Shadowing of residents • Shadowing of staff physicians • Working with other health professionals – physio, nurses, etc Telehealth and emergency
- 10. Components • Indigenoushealth
- 11. Components • Impactof healthy lifestyle and mental fitness • Discus diabetes PBL – medical and socio-cultural model • You-tube on fructose - the impact of industry & politics
- 12. Components • Implementingand administering a health lifestyle program – BEGIN BEGIN Active living – walking with patients with chronic diseases
- 13. Components • Applicationto medical school • Tips and practice for interview in medical school application • Cross-cultural training – Videos of relocation • Unpacking determinants of health • Multiple mini interviews & long interviews
- 14. Components • Presentationof report on their experience of the program – reflection exercise • Camp experience
- 15. Outcome • 12of the 13 students decided to choose medicine as a career. I nursing. • I each proceeded to MPH, Masters in Nutrition and Masters in Physiotherapy. • 4 are in medical school. I stayed in nursing. 4 are completing their undergrad education. 4 are applying to medical school. • All 5 Aboriginal organizations pay for their students.
- 16. Reflections - Jeddore • “All in all, I would not change any aspect of this initiative. For being the first time running this program, everything seemed to have been put together amazingly and will prove to be a very helpful tool for aboriginal students who are thinking of pursuing medicine”.
- 17. Reflections – DeanSimon • “My wish is that I can take what I have seen, heard, touched, smelled and tasted, back to my community, and have a true impact on improving the lives of my people.We too suffer. We too need healing. I want to maximize my time, helping people, and this is what I think being a doctor is all about”.
- 18. Reflection A wonderfulexperience for both learners and trainers; we learnt for one another – not about one world view but many world views - and our lives are all the richer from having worked together.
- 19. Recommendations after 3years • Ownership by Aboriginal organizations. • Role model with generalist physicians, residents and medical students in an interdisciplinary care setting. • Unpack the broad determinants of health. • Explore health care systems and issues. • Practise admission interviews.