1. Indigenous Medical Education: Achieving Quality and Quantity Dr Craig Richards Ms Leanne Holt A/Prof. John Stuart

2. August 15 A presentation to LIME Conference II | www.newcastle.edu.au 2 17 Medical Schools are, or will soon be, seeking to recruit Indigenous medical students under alternative entry pathways.

3. August 15 A presentation to LIME Conference II | www.newcastle.edu.au 3 1. Small Student Numbers Challenges: Students at universities with few Indigenous students are isolated from peer support Universities are unable to evaluate changes in progression rates within a meaningful timeframe  Limits resources available to a university to comprehensively support their students

4. August 15 A presentation to LIME Conference II | www.newcastle.edu.au 4 2. Limited Staffing Challenges: Students receive either a thin veneer of generalist services, or some needs are comprehensively met whilst others are ignored Universities are vulnerable to loss of corporate knowledge and strategic direction with staff turnover Staff career paths are unclear

5. August 15 A presentation to LIME Conference II | www.newcastle.edu.au 5 3. Shortage of Indigenous doctors and senior Indigenous academics Challenges: Difficulty recruiting suitable staff Not all universities benefit from the experience and vision of a senior academic Universities are limited in their capacity to mentor both students and staff

6. Can we overcome these limitations by establishing a co-ordinated national program of Indigenous medical education? August 15 A presentation to LIME Conference II | www.newcastle.edu.au 6

7. Benefits of a national approach Universities can work together to provide a comprehensive system of cross-institutional support accessible by all students Combined student numbers allows meaningful evaluation to occur The skills of senior academics are efficiently utilised, providing strategic direction at a national level August 15 A presentation to LIME Conference II | www.newcastle.edu.au 7

8. Benefits of a national approach Indigenous medical students support each other as a national cohort Staff benefit from mentoring and career development opportunities within a national framework Fosters co-operation rather than competition between universities Universities negotiate with government as a single cohesive lobby August 15 A presentation to LIME Conference II | www.newcastle.edu.au 8

9. How could a new national system work? August 15 A presentation to LIME Conference II | www.newcastle.edu.au 9

10. A geographical cluster model August 15 A presentation to LIME Conference II | www.newcastle.edu.au 10

11. Role: Central Support Unit Develop and maintain a web portal for students and prospective students to access information, resources and each other online –Detailed information regarding cross-institutional support programs and how to access them –Discussion board for students to share notes, access peer support and mentors –Library of existing notes and online tutorials –Comprehensive scholarships database August 15 A presentation to LIME Conference II | www.newcastle.edu.au 11

12. Role: Central Support Unit Co-ordinate a national program of on-call academic assistance and live interactive tutorials Facilitate a rigorous national system of ongoing evaluation of existing programs Co-ordinate an evidence based national selection process Develop national network of individuals and organisations willing to assist students (as mentors, employers, benefactors) August 15 A presentation to LIME Conference II | www.newcastle.edu.au 12

13. Role: Clusters Cluster as a whole provides a comprehensive support system to its students Each university contributes some specialised support services to this system Universities collaborate to deliver generic recruitment activities within cluster’s catchment area To facilitate ongoing relationships, a common O-week camp and cross-institutional activities for all cluster students and staff August 15 A presentation to LIME Conference II | www.newcastle.edu.au 13

14. Building Clusters Key tasks- Identify needs common to all Indigenous medical education programs within cluster Utilise existing institutional strengths Remove duplication Develop specialisation

15. Conclusion 17 universities will soon be offering Indigenous alternative entry pathways, improving access to medical training Increasing the number of universities independently operating Indigenous medical education programs replicates existing problems A co-ordinated national system has the potential to resolve these problems, improving the quality of all Indigenous medical education programs across Australia August 15 A presentation to LIME Conference II | www.newcastle.edu.au 15

16. PS. Pilot cluster forming now... Please join us! August 15 A presentation to LIME Conference II | www.newcastle.edu.au 16