OEFD NEWS - University of...
9
Visit our web page http://umanitoba.ca/faculties/medicine/education/ed_dev/ for full details on all OEFD Events. 1 In This Issue: Editorial— Indigenous Health Educaon 1 Is Cultural Safety Enough? 2 Teaching & Learning in Indig- enous Health & Wellness 5 Featured Colleague 6 Acknowledge- ments & Recogni- on 7 Sustainability 8 Upcoming Conferences 8 Upcoming Events in Faculty Development 9 OEFD NEWS 2016 Issue 2 First and foremost, I would like to respectfully acknowledge that the UofM’s Bannatyne campus is located on Treaty One Territory – traditional land of the Anishinaabe People and homeland of the Métis Nation. This edition of the OEFD newsletter draws attention to Indigenous health education. Moving for- ward in this context, “Indigenous” recognizes First Nations, Métis, and Inuit peoples. How timely that spring is convocation at the Bannatyne campus. On behalf of the Section of First Nations, Mé- tis, and Inuit Health, I would like to congratulate the 2016 graduating class of Medicine. I would like to especially acknowledge our Indigenous graduates in the FHS – we are proud of your success! As Senior Lead Indigenous Health Student Affairs, I work with the Centre for Aboriginal Health Education (CAHE) to ensure that Indigenous students in the Rady FHS have a positive and suc- cessful experience. To support this, CAHE offers culturally relevant programs, resources, and sup- ports that uphold our Indigeneity. A welcoming space, CAHE is open 24 hours for Indigenous stu- dents to gather, connect, and study. At CAHE, our future Indigenous health professionals are high- ly valued. As Indigenous Peoples, we are not boastful of our achievements and accomplishments; rather we practice humility. However, with pride, I wish to highlight the valuable work of my colleagues who champion Indigenous health education and wellness. Dr. Barry Lavallee and Linda Diffey devel- oped and established an Indigenous health course for the undergraduate Medical program – this happens to be the first of its kind in Canada. Further, several faculty have provided leadership in Indigenous education by creating and leading courses and/or electives, including Elders Margaret Lavallee and Mary Wilson as well as Dr. Anderson DeCoteau. These educational opportunities of- ten attract learners from across Canada. Elders-in-Residence, Margaret Lavallee and Mary Wilson, hold traditional teachings and ceremonies throughout the year –encompassing the true essence of health and wellness education from an Indigenous perspective. Clearly, there are several opportuni- ties that address Indigenous health education at the Bannatyne campus, asserting the strength and wellness of Indigenous Peoples. I am confident that these opportunities enable the Max Rady Col- lege of Medicine to stand out at the forefront nation-wide. I invite you to continue reading this newsletter to learn more about these initiatives, activities, and opportunities that promote Indigenous health education for Indigenous and non-Indigenous medi- cal students as well as for faculty and staff within the Max Rady College of Medicine. For more in- formation about CAHE, please feel free to contact Kimberly Hart, at [email protected] or 204-272-3168 or Amanda Penzick at [email protected] or 204-789-3511. Guest Editorial—Indigenous Health Education by Kimberly Hart
Transcript of OEFD NEWS - University of...
Visit our web page http://umanitoba.ca/faculties/medicine/education/ed_dev/ for full details on all OEFD Events. 1
In This
Issue:
Editorial—Indigenous Health Education
1
Is Cultural Safety Enough?
2
Teaching & Learning in Indig-enous Health & Wellness
5
Featured Colleague
6
Acknowledge-ments & Recogni-tion
7
Sustainability 8
Upcoming
Conferences
8
Upcoming Events
in Faculty
Development
9
OEFD NEWS 2016 Issue 2
First and foremost, I would like to respectfully acknowledge that the UofM’s Bannatyne campus is located on Treaty One Territory – traditional land of the Anishinaabe People and homeland of the Métis Nation.
This edition of the OEFD newsletter draws attention to Indigenous health education. Moving for-ward in this context, “Indigenous” recognizes First Nations, Métis, and Inuit peoples. How timely that spring is convocation at the Bannatyne campus. On behalf of the Section of First Nations, Mé-tis, and Inuit Health, I would like to congratulate the 2016 graduating class of Medicine. I would like to especially acknowledge our Indigenous graduates in the FHS – we are proud of your success!
As Senior Lead Indigenous Health Student Affairs, I work with the Centre for Aboriginal Health Education (CAHE) to ensure that Indigenous students in the Rady FHS have a positive and suc-cessful experience. To support this, CAHE offers culturally relevant programs, resources, and sup-ports that uphold our Indigeneity. A welcoming space, CAHE is open 24 hours for Indigenous stu-dents to gather, connect, and study. At CAHE, our future Indigenous health professionals are high-ly valued.
As Indigenous Peoples, we are not boastful of our achievements and accomplishments; rather we practice humility. However, with pride, I wish to highlight the valuable work of my colleagues who champion Indigenous health education and wellness. Dr. Barry Lavallee and Linda Diffey devel-oped and established an Indigenous health course for the undergraduate Medical program – this happens to be the first of its kind in Canada. Further, several faculty have provided leadership in Indigenous education by creating and leading courses and/or electives, including Elders Margaret Lavallee and Mary Wilson as well as Dr. Anderson DeCoteau. These educational opportunities of-ten attract learners from across Canada. Elders-in-Residence, Margaret Lavallee and Mary Wilson, hold traditional teachings and ceremonies throughout the year –encompassing the true essence of health and wellness education from an Indigenous perspective. Clearly, there are several opportuni-ties that address Indigenous health education at the Bannatyne campus, asserting the strength and wellness of Indigenous Peoples. I am confident that these opportunities enable the Max Rady Col-lege of Medicine to stand out at the forefront nation-wide.
I invite you to continue reading this newsletter to learn more about these initiatives, activities, and opportunities that promote Indigenous health education for Indigenous and non-Indigenous medi-cal students as well as for faculty and staff within the Max Rady College of Medicine. For more in-formation about CAHE, please feel free to contact Kimberly Hart, at [email protected] or 204-272-3168 or Amanda Penzick at [email protected] or 204-789-3511.
Guest Editorial—Indigenous Health Education
by Kimberly Hart
Visit our web page http://umanitoba.ca/faculties/medicine/education/ed_dev/ for full details on all OEFD Events. 2
Is Cultural Safety Enough?
Confronting Racism to Address Inequities in Indigenous Health by Linda Diffey and Barry Lavallee
Royal College of Physicians and Surgeons of Canada, 2013). The Truth and Reconciliation Commision of Canada (2015) included among its recommendations the implementation of mandatory anti-racist Indigenous health courses in schools of medicine and nursing. Despite these efforts, the prevailing approaches to ad-dressing Indigenous health issues focus on culture (Ly & Crow-shoe, 2015; Spencer, Young, Williams, Yan, & Horsfall, 2005). Culturally competent care views issues in the clinical relationship as arising from a ‘cultural gap’ between patient and provider; thus, health education aims at increasing the clinician’s knowledge of cultural beliefs, values and practices that influence health behaviours (Betancourt, 2006). Besides reducing culture to a list of traits or practices (which paradoxically reinforces cul-tural boundaries and stereotypes), cultural competency does not critically examine the systems and structures that give rise to is-sues of social difference (Bedard, 2000; Gray & Thomas, 2006; Gregg & Saha, 2006). But a more concerning issue with culture-based frameworks is the tendency to conflate racial issues with culture. When race and racism are recast as a problem of “cultural difference”, these issues become more palatable and easy to ignore (Gregg & Saha, 2006), and educators are not obliged to examine the social forces that drive racial domination (Schick & St. Denis, 2005). Racism, and the complicity of non-Indigenous peoples in upholding racial oppression, remains unacknowledged and hidden.
Cultural safety, a concept initially developed by Maori nurses, has emerged as means for critically examining clinical interactions (Anderson et al., 2003). Despite its name, it is not ‘culture’ but rather power inequities that are considered, and the decision about whether a clinical encounter is safe lies with the Indigenous patient (Lavallee, Neville, Anderson, Shore, & Dif-fey, 2009). For the national Indigenous health curricular frame-work (Lavallee et al., 2009) we offered a definition of cultural
W e are confronted with the headlines daily: substandard on-reserve housing, impotable water supplies, epidemic-level rates of youth
suicide, and a never-ending roster of missing and mur-dered women. In a country that consistently ranks in the top ten on the United Nations human development in-dex (Jahan, 2015), Indigenous peoples are subjected to inferior living conditions, social exclusion, and inequita-ble access to education, food, employment and healthcare (Allan & Smylie, 2015; Reading & Wien, 2009). Not surprisingly, Indigenous peoples experience the worst health outcomes (Aboriginal Health Advisory Committee, 2012; Reading & Wien, 2009), and racism has been identified as the major factor in creating and perpetuating these disparities (Allan & Smylie, 2015; Hart & Lavallee, 2015; Loppie, Reading, & de Leeuw, 2014). This racism is rooted in our colonial history and the processes that have – and continue to – disconnect First Nations, Métis and Inuit communities from their lands, languages, and cultures (Commission on Social Determinants of Health, 2007; King, Smith, & Gracey, 2009).
The recent Maclean’s magazine article that pro-claimed Winnipeg’s racism problem to be the worst in Canada (Macdonald, 2015) has called necessary attention to the violent reality of interpersonal racial discrimina-tion. While this is a critical dialogue in which to engage, we must also recognize that racism operates systemically and permeates social institutions, including health care and post-secondary education. Systemic racism mani-fests as an imbalance of power and resources, and it is maintained through inequitable and unfair treatment of Indigenous peoples through laws, policies, rules, and regulations (Leyland et al., 2016). As a hidden, insidious form of racism that has become a normal part of every-day life, it is effective in limiting or preventing Indige-nous peoples from equitable political, social and eco-nomic participation (Reading & Wien, 2009).
Increasingly, health professionals are being called upon to interrupt the systemic racism that undermines Indigenous peoples’ health (Canadian Federation of Medical Students, 2009; Canadian Nurses Association, 2014; Canadian Nursing Students' Association, 2015;
Increasingly, health professionals
are being called upon to interrupt
the systemic racism that under-
mines Indigenous peoples’ health
Visit our web page http://umanitoba.ca/faculties/medicine/education/ed_dev/ for full details on all OEFD Events. 3
Is Cultural Safety Enough? (cont.)
the Truth and Reconciliation Commission’s recommendations, but we are far from being reconciled of our country’s colonial legacy. As medical educators, we need to look beyond the In-digenous health course and critically reflect on how institutional structures and processes uphold the forces of colonization, and be prepared to take the necessary action to change .
safety that encompassed these principles, and we reflect-ed upon this when implementing the new Indigenous Health Longitudinal Course in undergraduate medicine. Maintaining a focus on safety of Indigenous peoples within all their relationships in the healthcare system has moved us to refrain from using the word ‘cultural’. This subtle but significant shift requires us to look beyond the patient-provider interface and to challenge the structural and systemic causes of racial oppression. This is the es-sence of anti-racist, anti-colonial education; issues of race and social difference are explicitly identified as originat-ing in colonial power struggles, not as matters of culture or ethnicity (Dei, 1996). By rectifying colonial-based rac-ism at these higher levels, safety in clinical encounters is ensured.
Teaching – and learning – about Indigenous health in an anti-racist context is challenging. Dialogues that interrogate the role of power and privilege in creat-ing and sustaining the oppression of Indigenous people are uncomfortable and may even be perceived as ‘unsafe.’ But unsafe for whom?
Anti-Indigenous racism is an ugly stain on our Canadian image of an inclusive, multicultural society. It may be tempting to make conversations more palatable by focusing on culture, but this is a privilege that has never been afforded to the racially oppressed.
As the first Canadian medical school to implement an anti-racism Indigenous health course, we have already fulfilled one of
Endnotes 1 ‘Indigenous’ is used in this article to refer collectively to First Na-
tions, Métis and Inuit peoples, recognizing that there is great diversity among and within each of these populations.
2Culture-based frameworks have been labelled under a variety of names (e.g. cultural awareness/sensitivity/proficiency/humility), with cultural competency emerging as the most broadly used term.
3 The First Nations, Métis, Inuit Health Core Competencies: A Curricu-
lum Framework for Undergraduate Medical Education was a joint project of the Indigenous Physicians Association of Canada (IPAC) and the Associations of Faculties of Medicine of Canada (AFMC); the framework was accepted by all 17 medical schools in Canada by AFMC’s Council of Deans.
References
Aboriginal Health Advisory Committee. (2012). Disparities in health outcomes and inequities in the quality of health care services for aboriginal peoples. Ottawa, ON: Royal College of Physicians and Surgeons of Canada.
Allan, B., & Smylie, J. (2015). First peoples, second class treat-ment: The role of racism in the health and well-being of indigenous people in canada. Retrieved from Toronto, ON: http://www.wellesleyinstitute.com/wp-content/uploads/2015/02/Summary-First-Peoples-Second-Class-Treatment-Final.pdf
Anderson, J., Perry, J., Blue, C., Browne, A., Henderson, A., Khan, K. B., . . . Smye, V. (2003). "Rewriting" cul-tural safety within the postcolonial and postnational feminist project: Toward new epistemologies of healing. Advances in Nursing Science, 26(3), 196-214.
TRC Working Group’s 5 Themes
Closing the Gaps in Admissions
Traditional Healing
Retention & Student Supports
Creating Safe Learning Environ-
ments & Professionalism
Education Across the Spectrum
Visit our web page http://umanitoba.ca/faculties/medicine/education/ed_dev/ for full details on all OEFD Events. 4
Bedard, G. (2000). Deconstructing whiteness: Pedagogical implications for anti-racism education. In G. J. S. Dei & A. Calliste (Eds.), Power, knowledge and anti-racism education: A critical reader (pp. 41-56). Halifax, Nova Scotia: Fernwood Publishing.
Betancourt, J. R. (2006). Cultural competence and medical education: Many names, many perspectives, one goal. Academic Medicine, 81(6), 499-501.
Canadian Federation of Medical Students. (2009). Cfms poli-cy statement on the health of aboriginal peoples. Ottawa, ON: Author.
Canadian Nurses Association. (2014). Addressing racism and discrimination to improve health equity for aboriginal peoples. Retrieved from https://cna-aiic.ca/~/media/cna/files/en/resolution1_addressing_racism_and_discrimination-june2014_e.pdf?la=en
Canadian Nursing Students' Association. (2015). Resolution: Creating a partnership for aboriginal health promo-tion. Ottawa, ON: Author.
Commission on Social Determinants of Health. (2007, April 29-30, 2007). Social determinants and indigenous health the international experience and its policy implications. Paper presented at the International Symposium on the Social Determinants of Indigenous Health, Adelaide, Australia.
Dei, G. J. S. (1996). Anti-racism education: Theory and practice. Halifax: Fernwood Publishing.
Gray, P. D., & Thomas, D. J. (2006). Critical reflections on culture in nursing. Journal of Cultural Diversity, 13(2), 76-82.
Gregg, J., & Saha, S. (2006). Losing culture on the way to competence: The use and misuse of culture in medi-cal education. Academic Medicine, 81(6), 542-547. doi:10.1097/01.ACM.0000225218.15207.30
Hart, M. A., & Lavallee, B. (2015). Colonization, racism, so-cial exclusion and indigenous health. In L. Fernan-dez, S. MacKinnon, & J. Silver (Eds.), The social deter-minants of health in manitoba (2nd Edition ed., pp. 145-160). Winnipeg, MB: Canadian Centre for Policy Alternatives.
Jahan, S. (2015). Human development report 2015: Work for hu-man development. Retrieved from : http://hdr.undp.org/sites/default/files/2015_human_development_report.pdf
Is Cultural Safety Enough? (cont.)
King, M., Smith, A., & Gracey, M. (2009). Indigenous health part 2: The underlying causes of the health gap. The Lancet, 374(9683), 76-85. doi:http://dx.doi.org/10.1016/S0140-6736(09)60827-8
Lavallee, B., Neville, A., Anderson, M., Shore, B., & Diffey, L. (Eds.). (2009). First nations, Métis, inuit health core competen-cies: A curriculum framework for undergraduate medical education. Canada: Indigenous Physicians Association of Canada and the Association of Faculties of Medicine of Canada.
Leyland, A., Smylie, J., Cole, M., Kitty, D., Crowshoe, L., McKin-ney, V., . . . Safarov, A. (2016). Health and health care impli-cations of systemic racism on indigenous peoples in canada: Fact sheet. Retrieved from http://www.cfpc.ca/uploadedFiles/Resources/_PDFs/SystemicRacism_ENG.pdf
Loppie, S., Reading, C., & de Leeuw, S. (2014). Aboriginal experienc-es with racism and its impacts. Retrieved from http://www.nccah-ccnsa.ca/Publications/Lists/Publications/Attach-ments/131/2014_07_09_FS_2426_RacismPart2_ExperiencesImpacts_EN_Web.pdf
Ly, A., & Crowshoe, L. (2015). ‘Stereotypes are reality’: Address-ing stereotyping in canadian aboriginal medical education. Medical Education, 49(6), 612-622. doi:10.1111/medu.12725
Macdonald, N. (2015, January 22, 2015). Welcome to winnipeg: Where canada's racism problem is at its worst. Maclean's.
Reading, C., & Wien, F. (2009). Health inequalities and social determi-nants of aboriginal peoples health. Retrieved from: http://www.nccah-ccnsa.ca/Publications/Lists/Publications/Attachments/46/health_inequalities_EN_web.pdf
Royal College of Physicians and Surgeons of Canada. (2013). Indig-enous health values and principles statement. Retrieved from http://www.royalcollege.ca/portal/page/portal/rc/common/documents/policy/indigenous_health_values_principles_report_e.pdf
Schick, C., & St. Denis, V. (2005). Troubling national discourses in anti-racist curricular planning. Canadian Journal of Educa-tion, 28(3), 295-317.
Spencer, A., Young, T., Williams, S., Yan, D., & Horsfall, S. (2005). Survey on aboriginal issues within canadian medi-cal programmes. Medical Education, 39(11), 1101-1109. doi:10.1111/j.1365-2929.2005.02316.x
Truth and Reconciliation Commision of Canada. (2015). Truth and reconciliation commission of canada: Calls to action. Retrieved from : http://www.trc.ca/websites/trcinstitution/File/2015/Findings/alls_to_Action_English2.pdf
Visit our web page http://umanitoba.ca/faculties/medicine/education/ed_dev/ for full details on all OEFD Events. 5
The Truth and Reconciliation Report and the Rady FHS
T RC Action Planning Next Steps: The following is a list of the email addresses for the Working Group Co-Leads.
We continue to welcome the contribution of interested faculty members, staff, or learners. Please directly contact the
Co-Leads of the Working Group you are interested in to find out how you can be involved in developing the Rady Faculty
of Health Science’s response to the Truth and Reconciliation Commission Calls to Action.
Working Group Contacts Email
Closing the Gap in Admissions: Amanda Woods
Marcia Anderson Decoteau
Education Across the Spectrum Joanna Lynch
Leanne Leclair
Student Support, Retention and
Mentorship
Amanda Penzick
Kimberly Hart
Traditional Healing Melanie MacKinnon [email protected] or
Safe Learning Environments and
Professionalism
Ian Whetter
Joseph Kaufert
The following links offer information on the Rady Faculty of Health Sciences courses and electives mentioned in this
newsletter:
Elective course taught by Dr. Barry Lavallee and Elder Margaret Lavallee:
http://umanitoba.ca/faculties/health_sciences/medicine/education/undergraduate/media/CHS_-_Aboriginal_Health.pdf
Elective course taught by Dr. Anderson DeCoteau:
http://umanitoba.ca/faculties/health_sciences/medicine/education/undergraduate/media/CHS_-_Indigenous_Health.pdf
Teaching and Learning in Indigenous Health and Wellness
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Linda Diffey, Coordinator, Indigenous Health Curriculum Development, has been working in this role for three and a half years.
What is your role in the Rady Faculty of Health Scienc-es?
In collaboration with Dr. Barry Lavallee (Course Director, Indigenous Health), my main responsibility has been the development of the new Indigenous Health Longitudinal course. In addition to the design of the sessions, I also help develop supports and training for our instructors, engage in research projects that inform our course, and build our net-work of relationships with Indigenous community-based programs. My work is guided by the priorities of our Mani-toba Indigenous communities, which were shared with Barry and I during our initial needs assessment study as well as through on-going communications we maintain with com-munity representatives.
So what did you do before you worked here?
Prior to this position, I was the Coordinator of the Manitoba Network Environment for Aboriginal Health Research (NEAHR) program, a CIHR-funded training program that supported the development of Indigenous health researchers from undergraduate, graduate, and post-graduate levels. The program also supported community-based research projects through our partnerships with the Assembly of Manitoba Chiefs and the Manitoba Métis Federation. Before the NEAHR program, I was studying medicine at the U of M.
What do you like most about your job?
We are using an anti-racism, anti-colonial framework for teaching the Indigenous health course, and this is the first one of its kind in a Canadian school of medicine. There is no pre-existing blueprint or template for teaching Indige-nous health in this way, so it really challenges us to develop new ideas and teaching approaches, to take risks and learn along the way. Breaking new ground is challenging, but al-ways exciting.
Featured Colleague: Linda Diffey
What might someone be surprised to learn about you?
Prior to switching careers to the field of medicine, I worked in design. My undergraduate degree is in clothing design, and I did that for about ten years. I also completed a master’s degree that focused on museum exhibit design, a field I worked in for a number of years. Now I am half-way through a PhD in the Applied Health Sciences program at the U of M, and my research focuses on the anti-racism/anti-colonial ap-proach we use in the Indigenous health course.
What are you currently reading?
At the moment, I am preparing for my candidacy exams, so I’m reading a great deal of academic literature – such is the life of a graduate student! But once I am finished the exam, I want to get back to Wild Tales: A Rock & Roll Life by Graham Nash, which is patiently sitting on my bedside table.
What inspires or motivates you?
It always comes back to what our communities need. I am a member of the Peepeekisis Cree Nation in Saskatchewan, and three generations of my family survived the residential school system. I have seen first-hand the devastating effects of colo-nization on our people, and also the great strength we possess to fight against these forces. My job is technically with the university, but I really view my work as originating in the pri-orities of our communities: to make a space in our institution for Indigenous voices to be heard.
Interviewed by Kimberly Hart
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Dr. Marcia Anderson DeCoteau, Assistant Professor and Head, Section of First Nations, Métis and Inuit Health, University of Manitoba, has been recognized as one of CBC’s Top 40 Under 40 for 2016. This past March, Dr. Anderson DeCoteau presented an excellent TEDxUManitoba talk entitled “Indigenous Knowledge: Pseudoscience or the Key to Closing the Gaps in Indige-nous Health”.
“Health programs that are culture-based and use
both western and Indigenous knowledge have the
potential to be more responsive to Indigenous peo-
ples and their rights than the status quo and could
be the key to closing the gaps in Indigenous health.”
Link to the TEDxUManitoba talk here.
Dr. Marcia Anderson DeCoteau presenting at
TEDxUmanitoba.
Linda Diffey has recently received the Canadian Insti-tutes of Health Research (CIHR) Doctoral Research Award - PA: Aboriginal Research Methodologies for her project “Teaching Indigenous health using anti-racist ped-agogy: Exploring the experiences of medical school in-structors with the two-eyed seeing framework”. Ms. Dif-fey also won the James Gordon Fletcher PhD Fellowship for Research in Aboriginal Issues.
“Through a testamentary gift James Gordon Fletcher, a graduate of Agricultural and Food Sci-ences at the University of Manitoba, a fund has been established at the University to support grad-
uate fellowships. This fund will specifically serve to stimulate, support, and encourage research in Aboriginal issues by Ph.D. students in any De-partment at the University of Manitoba.”
Y ou may have noticed that Indigenous gradu-ates now don purple scarves at the University
of Manitoba’s convocation ceremonies. This is signifi-cant because this marks the first year that the purple scarves are officially recognized as Senate-approved convocation attire. However, what makes this even more meaningful is that Indigenous graduates are able to proudly acknowledge their Indigeneity with the pur-ple scarf as they cross the stage to accept their degrees. Wearing the purple scarf is truly a bold statement. Jen-wa Beaupre, Métis from the Red River Settlement and CAHE member, was one of many U of M Indigenous students who wore her purple scarf and she did so as she accepted her degree at this year’s Max Rady Col-lege of Medicine convocation.
Acknowledgements and Recognition
Jenwa Beaupre (left) and Kimberly Hart at the
Max Rady Graduation.
Photo credit Dan Gwozdz
Visit our web page http://umanitoba.ca/faculties/medicine/education/ed_dev/ for full details on all OEFD Events. 8
Spring is certainly a season where we enjoy the outdoors and take in the beauty of nature. What a perfect time to highlight one of the most scenic areas of the Bannatyne campus - the Medicine Garden of Indigenous Learning.
Medicine Garden of Indigenous Learning
Located on Bannatyne Avenue beside the Pedway, this gar-den houses traditional Indigenous medicines and offers a beautiful space for our Elders to hold traditional teachings for students, staff, and faculty that focus on health and well-ness from an Indigenous perspective. Traditional knowledg-es and medicines - the Medicine Garden of Indigenous Learning is the truest sense of Indigenous health education.
Although most of us have been looking forward to spring’s warmer weather and longer days, there is the teaching that spring is also a time to pause and reflect on the year that has passed. In reflecting on the past year, there was one event that stands as the perfect example of community sustainabil-ity. Please read on to learn about an Indigenous youth-led initiative that championed for fair and equitable education for First Nations schools.
Vice President Grand Rounds in Aboriginal Health, November 16, 2015 - Education and Outcomes: Youth-led Advocating for Brighter First Nations’ Futures
November 2015’s Vice President Grand Rounds in Aborigi-nal Health was titled Education and Outcomes: Youth-led Ad-vocating for Brighter First Nations’ Futures . This presenta-tion was to address the End the Gap initiative led by In-digenous youth who are part of the Wii Chiiwaakanak Indig-enous Math Leadership Program. This initiative that advo-cates for fair education funding for First Nations children living on reserve is a wonderful example of community sus-tainability. Each youth presenter eloquently expressed this powerful message to a crowd full of medical academics and received a boisterous standing ovation for their dedication towards positive change for First Nations educational out-comes.
Aug 27-31 International Association for Medical
Education (AMEE). Innovating in Educa-
tion. Barcelona, Spain. https://
www.amee.org/conferences/amee-2016
Sept 29-Oct 1 International Conference on Residenc Ed-
ucation (ICRE). Advancing Quality: Align-
ing Residency Education and Patient Care.
Niagara Falls, Canada. http://
www.royalcollege.ca/rcsite/events/icre/
about-icre-e
Nov 9—12 Family Medicine Forum (FMF). Vancou-
ver, Canada. http://fmf.cfpc.ca/
Nov 11—15 AAMC Annual Meeting (AAMC). Learn
Serve Lead 2016. Seattle, Washington.
http://www.cvent.com/events/learn-serve-
lead-2016-the-aamc-annual-meeting/event-
summary-
48fbcb571e6e42a1ad7b886dafdc1107.aspx
Nov27-Dec 1 PRIDoc 2016, Pacific Region Doctors
Congress: Talking about Transformation,
University of Auckland, Aotearoa, New Zea-
land. http://pridoc2016.org
Upcoming Conferences Sustainability
by Kimberly Hart
Rady Faculty of Health Sciences Medicine Garden.
Photo Credit Anita Ens
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Upcoming Events in Faculty Development
Office of Educational & Faculty Development 260 Brodie Centre, 727 McDermot Avenue Winnipeg, MB R3E 3P5 Phone: 204-272-3102 * Fax: 204-480-1372 [email protected]
Issue Editor: Kimberly Hart, Contributors: Linda Diffey, Kimberly Hart, and Barry Lavallee Proofreading: Karen DePape
Oct 6 & 7 Graduate Student TIPs (Teaching Improvement Program)
8:00-4:30 Bannatyne Campus
Nov 24 & 25
Faculty TIPs (Teaching Improvement Program)
8:00-4:30
Bannatyne Campus
For further details please see https://events.cpdumanitoba.ca/searchevent/event_search/12 Contact Karen DePape at (204) 272-3102 or [email protected] for registration assistance.
The Office of Educational & Faculty Development Team: (from left to right) Joanne Hamilton, Heather Long, Stepha-
nie Giberson-Kirby, Holly Harris, Anita Ens, Ingrid Toews, Stephanie Mowat, Karen DePape, and Steve Yurkiw
