Training Indigenous doctors for Australia: shooting for goal

Lawson, Kerrie A; Armstrong, Ruth M; Weyden, Martin B Van Der

doi:10.5694/j.1326-5377.2007.tb01036.x

Cited by 20 publications

(37 citation statements)

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“…These enrichment activities are important as they introduce students to indigenous/URM role models they may not have had access to previously [47,56,67,82], they foster trust between tertiary providers and families/communities [47,56] and enhance student confidence and motivation to apply for health programmes [42]. …”

Section: Discussionmentioning

confidence: 99%

Addressing indigenous health workforce inequities: A literature review exploring 'best' practice for recruitment into tertiary health programmes

Curtis

Wikaire

Stokes

et al. 2012

International Journal for Equity in Health

134

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IntroductionAddressing the underrepresentation of indigenous health professionals is recognised internationally as being integral to overcoming indigenous health inequities. This literature review aims to identify 'best practice' for recruitment of indigenous secondary school students into tertiary health programmes with particular relevance to recruitment of Māori within a New Zealand context.Methodology/methodsA Kaupapa Māori Research (KMR) methodological approach was utilised to review literature and categorise content via: country; population group; health profession ffocus; research methods; evidence of effectiveness; and discussion of barriers. Recruitment activities are described within five broad contexts associated with the recruitment pipeline: Early Exposure, Transitioning, Retention/Completion, Professional Workforce Development, and Across the total pipeline.ResultsA total of 70 articles were included. There is a lack of published literature specific to Māori recruitment and a limited, but growing, body of literature focused on other indigenous and underrepresented minority populations.The literature is primarily descriptive in nature with few articles providing evidence of effectiveness. However, the literature clearly frames recruitment activity as occurring across a pipeline that extends from secondary through to tertiary education contexts and in some instances vocational (post-graduate) training. Early exposure activities encourage students to achieve success in appropriate school subjects, address deficiencies in careers advice and offer tertiary enrichment opportunities. Support for students to transition into and within health professional programmes is required including bridging/foundation programmes, admission policies/quotas and institutional mission statements demonstrating a commitment to achieving equity. Retention/completion support includes academic and pastoral interventions and institutional changes to ensure safer environments for indigenous students. Overall, recruitment should reflect a comprehensive, integrated pipeline approach that includes secondary, tertiary, community and workforce stakeholders.ConclusionsAlthough the current literature is less able to identify 'best practice', six broad principles to achieve success for indigenous health workforce development include: 1) Framing initiatives within indigenous worldviews 2) Demonstrating a tangible institutional commitment to equity 3) Framing interventions to address barriers to indigenous health workforce development 4) Incorporating a comprehensive pipeline model 5) Increasing family and community engagement and 6) Incorporating quality data tracking and evaluation. Achieving equity in health workforce representation should remain both a political and ethical priority.

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Section: Discussionmentioning

confidence: 99%

Addressing indigenous health workforce inequities: A literature review exploring 'best' practice for recruitment into tertiary health programmes

Curtis

Wikaire

Stokes

et al. 2012

International Journal for Equity in Health

134

View full text Add to dashboard Cite

show abstract

“…Many government and non‐government groups have attempted to increase the number of Indigenous health professionals in Australia, 7 yet numbers have remained low. Medical training for Indigenous people in Australia is relatively new; the first Indigenous doctor graduated in the late 1980s.…”

Section: Introductionmentioning

confidence: 99%

“…Medical training for Indigenous people in Australia is relatively new; the first Indigenous doctor graduated in the late 1980s. In 2007, there were 124 Indigenous medical students in the country and < 1% of the Australian medical workforce ( n = 90) was Indigenous 7 . Most medical schools in Australia have attempted to increase Indigenous medical student numbers through the instigation of selection processes which are different to those applied to the main student body 7 .…”

Section: Introductionmentioning

confidence: 99%

“…In 2007, there were 124 Indigenous medical students in the country and < 1% of the Australian medical workforce ( n = 90) was Indigenous 7 . Most medical schools in Australia have attempted to increase Indigenous medical student numbers through the instigation of selection processes which are different to those applied to the main student body 7 . Selection varies across medical schools and may include criteria that require the Indigenous applicant to undertake a summer school programme, pre‐entry courses, interviews or other tasks 7 .…”

Section: Introductionmentioning

confidence: 99%

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Indigenous Australian medical students’ perceptions of their medical school training

et al. 2009

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Both academic and non-academic factors affect the progression through training of Indigenous medical students. A number of individual and systemic interventions which actively encourage a range of support networks, increase confidence and coping skills, and reduce cultural clash by assertively addressing discrimination and stereotyping need to be introduced. The outcomes of this work may provide some guidance to medical schools engaged in implementing strategies to enroll and support Indigenous students.

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“…A growing body of research tells us that, in order to nurture the physical body, we must also bolster the social, emotional and spiritual wellbeing of people who have been adversely affected by over 200 years of colonisation, dispossession and marginalisation 2 , 3 . Other research shows that having Aboriginal and Torres Strait Islander peoples involved in all aspects of research and health infrastructure is crucial to success 4 , 5 . In other words, a doctor can heal broken bones, but Indigenous peoples need to be engaged in creating the diversity of choices and responses to issues affecting their lives; issues that remain well beyond the reach of the surgeon's scalpel.…”

mentioning

confidence: 99%

The Lowitja Institute: building a national strategic research agenda to improve the health of Aboriginal and Torres Strait Islander peoples

Arabena

Moodie

2011

Medical Journal of Australia

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Training Indigenous doctors for Australia: shooting for goal

Cited by 20 publications

References 0 publications

Addressing indigenous health workforce inequities: A literature review exploring 'best' practice for recruitment into tertiary health programmes

Addressing indigenous health workforce inequities: A literature review exploring 'best' practice for recruitment into tertiary health programmes

Indigenous Australian medical students’ perceptions of their medical school training

The Lowitja Institute: building a national strategic research agenda to improve the health of Aboriginal and Torres Strait Islander peoples

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