Developing an Indigenous Surgical Workforce for Australasia

Abstract

Background: Progress has been made in Australia and New Zealand to increase the numbers of indigenous students (Aboriginal, Torres Strait Islander and Maori) entering primary medical qualification courses. In New Zealand, up to 20 Maori are graduating annually, with similar numbers possible in Australia, creating a potential opportunity to develop an indigenous surgical workforce. Methods: A literature review identified factors utilized by medical schools to attract indigenous students into medical careers and the interventions necessary to ensure successful graduation. A further search identified those factors important in encouraging indigenous medical graduates to enter specialist training programmes and achieve faculty appointments. Results: All medical schools have utilized elements of a 'pipeline approach' encompassing contact with students at secondary school level to encourage aspirational goals and assist with suitable subject selection. Bridging courses can ensure students leaving school have appropriate skill sets before entering medical degree courses. Extensive practical help is available during primary medical qualification study. The elements necessary for primary medical qualification success -dedicated and focused study, developing appropriate skill sets, mentoring, support, and an institutional and collegial commitment to success -are also the elements required for postgraduate achievement. Conclusion:The Royal Australasian College of Surgeons (RACS) is primarily involved in training rather than service provision. The increasing numbers of indigenous medical graduates in both Australia and New Zealand represent an opportunity for the College to contribute to improving indigenous health status by implementing specific measures to increase numbers of indigenous surgeons.

Indigenous Mentorship in the Health Sciences: Actions and Approaches of Mentors

“…Indigenous and non-Indigenous academics have named mentorship as a potent practice supporting the retention of Indigenous students in higher education in general, [1][2][3][4][5] and in health sciences specifically. [6][7][8][9][10][11][12] With this in mind, there is a strong need to invest in the mentorship of Indigenous health professionals and scholars. Doing so would potentially promote cultural safety, career success for Indigenous health professionals, and culturally appropriate health service and research environments, 10,[13][14][15][16] as current services, practices, and approaches to health and health research are not meeting the needs of Indigenous people.…”

What are heads of department looking for in new general surgeons in Aotearoa New Zealand?

“…16,17 Addressing the under-representation of indigenous health professionals is a globally acknowledged step in overcoming health inequities in indigenous populations. [18][19][20] M aori and Pasifika remain underrepresented in the AoNZ health workforce, 18,21 failing to meet the targets outlined in RACS Strategic Plans. [22][23][24] There are numerous barriers to women achieving a career in surgery 25,26 and despite outnumbering men in medical schools, 21 they are significantly under-represented in surgical specialties.…”

Mentoring tertiary students from a secondary school incubator programme focusing on health careers

“…Promoting minority group access to health careers has received attention not only in New Zealand but globally (Aramoana et al , 2013; Curtis et al , 2012; Patterson and Carline, 2006; Salto et al , 2014; Terrell, 2006). Patterson and Carline (2006) found that positive relationships between health professionals and students in secondary schools help improve minority students’ career choices.…”

“…The pipeline approach to assist with health career selection is noted in the literature (Aramoana et al , 2013; Curtis et al , 2012; Neville et al , 2010; Patterson and Carline, 2006; Salto et al , 2014), however only two primary research studies provided evidence of its effectiveness (Neville et al , 2010, Salto et al , 2014). Neville et al ’s (2010) evaluation of the success of PI revealed that not only did PI provide information for students interested in health careers, but it also sparked enthusiasm and encouraged students to think about career ambitions.…”

“…Three distinct programme initiatives enhancing career development of secondary school students have been highlighted. These include a partnership approach to career development by strengthening the educational pipeline (Aramoana et al , 2013; Patterson and Carline, 2006; Salto et al , 2014), the utilisation of service learning courses allowing students to gain experience in community settings (Banks, 2010) and workshop programmes where professionals speak to students about their chosen professions (Buikstra et al , 2007). No primary research studies were found which explored the transition of students from career guidance programmes using input from health professionals into tertiary education facilities.…”