Presentation on theme: "ANU Medical school Indigenous Health Overview LIME PRESENTATION University of New South Wales September 24 th 2007."— Presentation transcript:
ANU Medical school Indigenous Health Overview LIME PRESENTATION University of New South Wales September 24 th 2007
Indigenous Health Why we did the work What we did What we found and what we learned How was the Aboriginal community Involved How will this information be used to inform policy and practice Implications for stakeholders and future directions
Indigenous Health Rationale Aboriginal and Torres Strait Islander Peoples are the First Peoples of Australia, and deserve to be respected as such. Indigenous Australians have contributed much to the broader public good - in the mining and cattle industries, by showing ‘explorers’ how to find their way around the country. In politics, the arts, environmental movements, sports, cultural awareness and understandings of spirituality and place. Further, Indigenous Australians have shown incredible resilience by continuing to work in many ways to recover from the on-going impacts of colonisation. One of the impacts of colonisation is the poor health outcomes of Indigenous Australians, and it is our intention that this curriculum framework and overall project go some way to improving student outcomes and attributes in Indigenous health.
Introduction to Indigenous Health CDAMS 8 subject areas integrated All lectures are prefaced with the comment students are not to feel any ‘guilt or blame’ for past government policies However, they are to look at them and the residual effect for today
1 st & 2 nd Year 3 hour session History and culture self and diversity are the first to be presented to the students Bowdlerisation For history the video “Lousy Little Sixpence” is shown which has historical facts as well as health issues.
Communication Skills For communications skills a video “Last Night I heard a Voice” +ve & –ve examples of communication Dadirri “deep listening” Judy Atkinson Cultural safety – definition
3 rd year Building upon previous years. In the inaugural 2005 Fixed Resource Session Students were given cases in CBL groups These groups are co-facilitated by doctors and Indigenous health workers to give both perspectives Feedback session
3rd year Indigenous medicine Presentation by Ngangkari from the NT They spoke about their work and gave examples Especially, with doctors in the Alice Springs hospital
4th Year Consolidate on previous years. By the end of 4 th year students write 2 reflections on Indigenous patients. Psychological and addiction medicine Acute Care Women’s health (SFM) Senior Medical and Surgical Term
Rural health 4 groups. In Rural Week for 2 nd Year students go to at Katungul, Bega. This group spends time with all the staff – transport, reception, medical, psychologist, midwives, health workers. OTITIS Media screening – children taught song Rural Week 2 in August 2006 the same There is Rural week fro 1 st years as well
Rural health 6 rotations 3 rd year students have 6 week placements in rural settings. Hopefully soon in Indigenous community health services a well. At Winnunga Nimmityjah students have community placements with health workers one ½ day a week when scheduled.
ANU Rural Medical Society There is a student who has responsibility for Indigenous health Seminars are held after hours on relevant issues The video “Crossing the Line” was shown and then discussion Also a doctor who had worked in the NT spoke and a local health worker
Blow Your Nose If you’re stuffy and you know it, blow your nose If you’re stuffy and you know it, Take a tissue, GO ON – BLOW IT! If you’re stuffy and you know it blow your nose.
Blow Your Nose If you still feel itchy twitchy try again If you still feel itchy twitchy blow the side that’s feeling itchy. If you still feel itchy twitchy try again If you’ve cleared it all at last, shout HOORAY. If you’ve cleared it all at last, give one long loud final blast. If you’ve cleared it all at last, shout HOORAY.
NCEPH population and health Indigenous MAE students present the social and environmental determinants of health. In 2007 students will have an experiential presentation of Indigenous health cases
Social Foundations of Medicine SFM SFM complements Indigenous health Doctors provide prescriptions to get well doctor focussed Patient follows doctors orders to get well SFM also looks the socio-cultural factors of health Doctors who work in AM’s have an holistic approach to the patient – patient focussed