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Archives for 2021

Acadia WISE: WISE in a BOX

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By: Hannah Asprey, Program Manager for Indigenous Health

Dalhousie Indigenous Health in Medicine (IHIM) Program along with PLANS (Promoting Leadership in health for African Nova Scotians) partnered with the group at Acadia University leading a WISE in a box activity on July 22nd 2021. Hannah Asprey Program Manager IHIM, Sarah Upshaw Program Manager PLANS, Mercedes Stemm IHIM Student Assistant, Yolanda Watungwa PLANS Student Assistant, and Tiffany Brooks Dalhousie Medicine New Brunswick (DMNB) Third Year Clinical Clerk leads the group through various activities.

The activities were those developed by Luke Burke & Adrianna Broussard through Dalhousie’s IMHOTEP Legacy Academy during their service-learning program in 2020/2021. Thank you for sharing your ideas and love of science with our students Luke and Adrianna!

One of the activities focused on the nervous system. The nervous system refers to the brain and the collection of nerves that connect the brain to the rest of the body. These connections are extremely important for every single bodily function – allowing us to think, behave, move, and understand the way we do. The brain even allows you to interpret these very words on the page and understand their meaning. The first purpose of these exercises was to develop an understanding of the structure and function of the neuron, a small unit of the nervous system that sends electrochemical signals throughout the body. Next, the group examined how neurons interconnect within the brain and body to allow us to move and feel in the form of circuitry. Finally, to examine the importance of nerves and the circuits of the body, they created reflex hammers to help visualize these circuits in the real world on both ourselves and our friends/family!

In the first activity, students created a model of the neuron to better understand the structure/function. They created this neuron using pipe cleaners and following the lead of Mercedes Stemm (IHIM Program Assistant)

In the second activity, students learned about the circuits of the nervous system and got to build their own electrical circuit using small light bulbs, alligator clips, and a battery. This activity was lead by Sarah Ann Upshaw (PLANS Program Manager) and Hannah Asprey (IHIM Program Manager).

In the third activity, Yolanda Watungwa (PLANS Program Assistant) leads the group through fabricating their own reflex hammer using pencils, erasers, and elastic bands. The group then got to test out their reflexes (or their siblings) and learn how reflex arcs are short circuits within the body.

To wrap up our day, Tiffany Brooks (third-year DMNB Student) lead the group through some breathing exercises and explained how oxygen is produced in the body. During this exercise, Tiffany tied in everything we learned about the nervous system, including neurons, circuits of the nervous system, and reflex arcs. This activity allowed the students to reflect on the entirety of the new information they learned. This relaxing exercise also allowed the students to wind down after a very exciting day. Both the students and coordinators were very thankful for this!

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PLANS: Encouraging Students to Follow their Dreams Series

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By: Malaika, PLANS Co-op program participant

Malaika, PLANS Co-op Program Participant

My name is Malaika and I was made aware of the PLANS Co-op Program through Dalhousie after my fall semester co-op opportunity was cancelled because of Covid-19 restrictions. Looking back, I am happy that I was able to take this co-op opportunity instead, as it showed me the many different jobs and services offered in the field of healthcare.

My post-secondary plans have always been to pursue a career in nursing. I have known that I wanted to be a nurse since grade 9. I wanted to help people and I liked the versatility that nursing seems to offer. Since completing the PLANS co-op program with Dalhousie, I am now aware of so many new ways that nursing could be a fulfilling and rewarding career for me. It also allowed me to explore different jobs in the healthcare field and know for sure that nursing is still what I wish to pursue.

The PLANS program offers so many opportunities for students to explore the healthcare field in hands-on ways. We got to meet people who work in different parts of the healthcare system and learn how they found their paths in their careers. It was also a great chance to learn about how the degrees and programs at Dalhousie can support my career goals, and I got to learn about the high school credits and admissions requirements for the programs I was interested in. The mentors also let us explore mock CASPER tests, so that we could get a real feel for the expectations at nursing school and certification programs.

As a grade 11 student, the PLANS Co-op program has definitely helped me to select courses for my senior year in high school. I also feel much more prepared to apply for nursing school. For example, I now know when to apply and what the expectations are for my grades and the application process. PLANS also gave us information on scholarship opportunities that we can apply for based on our future plans, and now I feel that not only do I know what I want to do after high school, but I know that I have access to resources that may make it more financially realistic for me to pursue.

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PLANS: Encouraging students to follow their dreams series

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By: Tiana, PLANS Co-op program participant

My name is Tiana and I was a participant in the PLANS co-op program. I joined the PLANS Co-op program because I had no idea what I wanted to do after high school. All I knew, was that I wanted to go into something in the medical field. Nursing was my first option, and respiratory therapy was my second. Even though I had these ideas in mind, I had no idea what university I wanted to attend. I didn’t think I could ever get a scholarship with the classes I took in high school, and I didn’t know about all the opportunities that are out there for African Nova Scotian students. Without PLANS, I wouldn’t have been able to figure all of these things out.  

The most significant experience for me is whenever we would have a hands-on activity to do. For example, the respiratory therapy students from Dalhousie had brought in a respiratory doll to practice intubating people. They taught us how to get the tube inside of the lungs, instead of the stomach; the two often get mixed up for beginners. For audiology, they had brought in the actual machine they use to test a person’s hearing. They taught us how to use the machine and got us to practice on each other. These were two of many notable experiences for me because they were interactive and we got a chance to learn what actually happens in that specific profession, and this is what made our co-op sessions fun. 

PLANS has helped encourage me to pursue a career in nursing. A huge weight has been lifted off my shoulders now knowing what I want my career path to look like, and how to get there. They pointed me in the direction of programs I can take to get the education I need in order to go into Dalhousie’s nursing program. I want to thank Sarah, Sydney, and everyone else involved for helping me over the course of the program. You have helped me more than you know and I deeply appreciate it. 

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PLANS Co-op: The Value of Hands-on Experiences

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By:Emtenan, PLANS Co-op program participant

My name is Emtenan and this is my first year with PLANS (Promoting Leadership in Health for African Nova Scotians) as well as my first ever Cooperative placement. I am thrilled to share my experience as a PLANS Co-op student with others!

When I registered for my school’s Co-op course, I wasn’t sure what career I would like to follow as a Co-op placement. I had various ideas such as nursing,dentistry, or even pharmacy. One thing I knew for certain, I really wanted to pursue a career that is health-related. After expressing my concern that I didn’t know what career I would like to choose for my Co-op placement, my teacher had informed me about PLANS Co-op placement. I was told that it’s a Co-op placement for African Nova Scotian youth that are interested in pursuing a career in health/science but aren’t sure exactly what career. This program is designed to allow students to explore various health careers that may be of interest to them. I was glad to hear of this program as this program seemed to be perfect for my particular situation. I had joined PLANS in hopes to further my knowledge of health-related careers in hopes to find a career I love that I can pursue.

My most notable experience as a PLANS Co-op student is definitely the time when faculty, professionals and students from Health Sciences had visited and Respiratory Therapists allowed us, students, the opportunity to practice intubating on a mannequin . Being able to use the tools that real Respiratory Therapists use to simulate how to assist patients in breathing had made me feel very professional, almost as if I was a Respiratory Therapist. Being fortunate enough to have hands-on based activities had made me learn so much more about intubation as well as make the activity that much more engaging. I’m not sure if I could properly explain how much enjoyment I had when I was capable of getting the mannequin to breathe.

My time as a PLANS Co-op student has undoubtedly encouraged me to pursue a career in health/ science fields as well as develop a passion for health by introducing me to various diverse health-related careers. I’m very fortunate that PLANS has given me the opportunity to learn of many interesting health-related careers that I hadn’t heard of prior to participating in this program. PLANS has further encouraged me to pursue a career in the health/ science fields by addressing the application process for these programs as it can be intimidating. Furthermore, this program has provided significantly valuable information in applying for scholarships as financial aid can be a barrier to pursuing such careers.

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PLANS Celebration of Excellence 2021

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By: Yolanda Watungwa, Undergraduate Student in Health Promotion

Congratulations are in order for many students during the month of June. June 2nd marked the day of the PLANS Celebration of Excellence, a program closing ceremony. PLANS’ Celebration of Excellence was a graduation celebration for Black students in Medicine, Dentistry and Health. The celebration also recognized the high school students who participated in our Co-op placements this past academic year. In addition to our graduates, we invited the Black Student Advisor, Dr. Theresa Rajack-Talley — the Vice Provost, Equity & Inclusion, Deans from the faculties of health medicine and dentistry, representatives from Labour and Advanced Education, Imhotep’s Legacy Academy, Steve Harding from the Dartmouth General Hospital Foundation and his teams as well as come of the sponsors of the PLANS co-op, PLANS Advisory Committee, and Jalana Lewis — Dalhousie’s Director of African Nova Scotian community engagement.

We started the event with a welcome to our guests led by Sarah Upshaw, the PLANS Program Manager, which was followed by an opening prayer led by Ronke Taiwo, the Black Student Advisor of Dalhousie University. We were also grateful to have had several guest speakers share a few words at the celebration. Dr. Barb Hamilton-Hinch, a Co-Chair of the PLANS Advisory Committee brought greetings on behalf of the advisory committee. Kenisse Trotman, a BSc Health Promotion graduate shared a bit of her journey and left the group with great insight.

“What helps Black youth to succeed? The same thing that helps anybody succeed; mentorship, connection, and relationships with faculty and classmates are so important at this point in our lives. And these are the things that PLANS excel in providing to Black students at Dalhousie University. I worked with PLANS as an aspiring physician and health care worker, and it has been some of the most enjoyable work of my undergraduate education.”

We are excited for what the future brings for Kenisse as she will be continuing her education at Dalhousie University in the fall as she has received her acceptance into Dalhousie Medicine. Dr. Barb Hamilton-Hinch proceeded to provide a beautiful articulation of the significance of the Kente sash. Kente cloth originated in Ghana among the Ashanti people and was traditionally worn by royalty in West Africa. The Kente sash is woven with several colours that hold symbolism to represent virtues such as serenity, fertility, renewal, and spirit to name a few.

 “All the things that made me think that I might get there; nobody in my family is a doctor, I have to work in order to fund my education… I see the world differently because of the way that I look and the way that I move through Nova Scotia. And those things do not matter anymore. As a matter of fact, because of PLANS, I see them as helping me to succeed in my career aspirations.” – Kenisse Trotman

All of our graduates who indicated interest were personally mailed a Kente sash of their own.

After announcing the names of each of our graduates and highlighting those who received certificates with their degrees, we invited Steve Harding from Dartmouth General Hospital Foundation to share a word with our Co-op placement students. Following Harding, we listened to Janelle Colley, a grade 11 student from Auburn High School speak to her experience in the Co-Op Placement program this past year.

“I really enjoyed it because we got to get a feel for what we want to do, field-wise. My eyes were opened to a lot of different programs that I didn’t even know about. Although I still don’t know what I want to be, I think I have an idea.” – Janelle Colley

Despite having a virtual celebration this year, the event was a great success. We were thrilled to be met with the large group we had attended the event and join us in celebrating this year’s graduates. To echo what 2021 graduate, Kenisse Trotman, said so beautifully

“You cannot do it alone. Be open to collaboration. Find a group of people who challenge and inspire you. Spend a lot of time with them, and it will change your life.”

We extend great gratitude to everyone who was able to attend the celebration this year. Graduates, we admire you greatly and we are excited for everything you get up to in the bright futures you have ahead of you.

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PLANS: Promoting Leadership in health for African Nova Scotians

Support for Black students aspiring to a career in health

Indigenous Health in Medicine seeks input on new name: Part 1

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By: Mercedes Stemm, Program Assistant, Indigenous Health in Medicine, Dalhousie BSc in Neuroscience/Indigenous Studies Student

The Indigenous Health in Medicine Program seeks to increase representation of Indigenous students in medicine through recruitment, community collaboration and partnerships. It also advises the dean of medicine, to fulfill the social accountability mandate to the maritime Indigenous community. This program was established in October 2016 by the Dalhousie Faculty of Medicine within the Global Health Office to provide support to the Faculty, students, and broader Indigenous community. We aim to improve recruitment and retention of Indigenous students into medicine, although we’ve recently started to branch out to other health programs for our Indigenous students interested in health. 

Below I will speak about some of the many aspects and initiatives of our program, although we are currently re-branding our program. Our program shifts with community and is always looking for more ways to engage with communities. We’re currently looking to re-name our program and will be accepting submissions. Get involved with our program and help us re-name it! Follow the link below to our re-branding form. 

https://medicine.dal.ca/departments/core-units/global-health/diversity/indigenous-health/IHIMReBrandingForm.html  

Our program focuses on:  

  • Developing specific admissions pathways to ensure equity for all students of Indigenous – descent 
  • Creating mentorship and outreach opportunities 
  • Pursuing opportunities for curriculum development 
  • Strengthening relationships with Indigenous communities 
  • Leading the Indigenous health advisory committee 

Indigenous Health Advisory Committee: 

The role of the Advisory Committee is to work in collaboration with the Indigenous communities of the Atlantic and help them fulfil their health needs through the mandates of the faculties of Medicine, Health, and Dentistry. We seek to increase the representation of Indigenous students (Inuit, Innu, Mi’kmaq, Maliseet, and other Indigenous groups) in the Atlantic by addressing the Truth and Reconciliation Recommendations and engaging with Indigenous community representatives about health-related initiatives at Dalhousie. The Advisory Committee consists of four representatives from the Faculty of Medicine with one of these being from New Brunswick (DMNB), one representative from the Faculty of Dentistry, three representatives from the Faculty of Health, the Indigenous Student Advisor at Dalhousie University, a student representative from the Indigenous Health Interest Group (IHIG), the program manager (and assistant) of Indigenous Health in Medicine, the Faculty of Medicine Admissions, and Associate Dean Research (Health, Dentistry, Medicine).   

Financial Support – Johnson Scholarship Foundation (JSF): 

JSF Scholarship: As a part of the Johnson Scholarship Foundation (2016‐2021) funding, Dalhousie designed a scholarship to increase the enrollment of Indigenous Atlantic Canadians and African Nova Scotian students who are engaged in the study of Health, Dentistry and Medicine. Applicants may apply more than once for this program; funding will be subject to availability and application review. The total amount for the Scholarships will be a minimum value of $5,000 per student per year. 

https://medicine.dal.ca/departments/core-units/global-health/diversity/JohnsonPathwayScholarshipForm.html 

JSF Entrance Bursary: As a part of the Johnson Scholarship Foundation (2016‐2021) funding, Dalhousie designed a bursary to support Indigenous students (First Nation, Inuit, and Métis) and African Nova Scotians applying to health programs requiring entrance exams (i.e., medicine and dentistry). The goal of the program is to reduce or eliminate the financial burden associated with application requirements. Bursaries will be awarded as a reimbursement of cost. Applicants may apply more than once for this program; funding will be subject to availability and application review. 

https://medicine.dal.ca/departments/core-units/global-health/diversity/entrance-requirements-diversity-bursary-form.html 

JSF Conference Bursary: As a part of the Johnson Scholarship Foundation (2016-2021) funding the Dalhousie’s Indigenous and African Nova Scotia Conference bursary program is designed as an initiative for Indigenous students (First Nation, Inuit, and Métis) and African Nova Scotians at Dalhousie University. The goal of the program is to enable students to attend extracurricular programing such as conferences as part of their professional development (does not include courses). 

* It’s important to note that this bursary will also be awarded for online conferences due to COVID-19 restrictions and guidelines. 

https://medicine.dal.ca/departments/core-units/global-health/diversity/conference-diversity-bursary-form.html 

Keep Reading:

Indigenous Health in Medicine seeks input on new name: Part 2

Indigenous Health in Medicine seeks input on new name: Part 3

Indigenous Health in Medicine seeks input on new name: Part 2

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By: Mercedes Stemm, Program Assistant, Indigenous Health in Medicine, Dalhousie BSc in Neuroscience/Indigenous Studies Student

Below I will speak about some of the many aspects and initiatives of the IHIM program, although we are currently re-branding our program. Our program shifts with community and is always looking for more ways to engage with communities. We’re currently looking to re-name our program and will be accepting submissions. Get involved with our program and help us re-name it! Follow the link below to our re-branding form. 

https://medicine.dal.ca/departments/core-units/global-health/diversity/indigenous-health/IHIMReBrandingForm.html  

Current Student Successes: 

Summer programming: Due to COVID-19 restrictions and guidelines, we are unable to put on our regular summer and march break camps, therefore we have compensated with new summer programs. These events will consist of Med Admissions webinars, MCAT preparation, student opportunities such as work and volunteering, and much more. Stand by for more information on our summer programming.   

Virtual Sharing Circle: This year, Hannah Asprey (Program Manager) and Dr. Andrew Lynk (Chair, Department of Pediatrics) co-chair a virtual sharing circle for Indigenous medical students at Dalhousie University. These sessions give the students space to discuss and meet with their fellow Indigenous students. In addition, it allows us to gather information on current students and to address barriers that these students face. We give students the opportunity to talk about medicine and receive mentorship from physicians.  

Undergraduate Mentorship: We piloted an undergraduate mentorship program this year for Indigenous medical science students interested in medicine. In collaboration with PLANS, I (Program Assistant, Mercedes Stemm) created this program in hopes to connect Indigenous medical and health professional students with Indigenous undergraduate students aspiring to become health professionals. After a year of planning, we were able to pilot this program in September 2020. The creation of this Pilot Mentorship Program is to establish and enhance connections for Indigenous students with other Indigenous students, faculty and/or professionals by providing guidance through academic and professional development. Increased supports have shown to improve completion rates of programs, decrease student stress levels, and increase self-efficacy. The main purpose of this program is to reduce and eliminate barriers to underrepresented students exploring their full potential as learners. 

NEW 2021-2022- Med 1 & Med 2 Mentorship Program: We are currently in the process of creating a new mentorship program that will pilot during the 2021-2022 academic year. In this program, first and second year medical students will be paired with upper year medical students, residents, and physicians to further enhance their medical knowledge. Students will learn more information about the Canadian Resident Matching Service (CaRMS) process, residency programs, what it means to be a doctor, and much more. Stay tuned for more information on our new program. 

Doctor for a Day DMNB: With the help of two dedicated medical student leads, Tiffany Brooks and Jenny Melanson (DMNB Class of 2022), the planning committee developed a week of programming that gave those interested in pursuing a career in medicine a behind-the-scenes look at the admissions process, the medical student experience, and the importance of integrating Indigenous voices into the study of medicine. The Indigenous Health in Medicine Program, under Hannah Asprey’s direction, kicked off the week of workshops with Med School 101, a presentation that took the students through the opportunities and supports the program has to offer. During the Mock MMI day, volunteer medical students and community members were paired up with the workshop participants to ask them questions and simulate the Multiple Mini Interview experience in their own virtual breakout rooms. 

The March 2021 Doctor for a Day at DMNB virtual March break workshops group.

Keep Reading:

Indigenous Health in Medicine seeks input on new name: Part 1

Indigenous Health in Medicine seeks input on new name: Part 3

Indigenous Health in Medicine seeks input on new name: Part 3

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By: Mercedes Stemm, Program Assistant, Indigenous Health in Medicine, Dalhousie BSc in Neuroscience/Indigenous Studies Student

Below I will speak about some of the many aspects and initiatives of the IHIM program, although we are currently re-branding our program. Our program shifts with community and is always looking for more ways to engage with communities. We’re currently looking to re-name our program and will be accepting submissions. Get involved with our program and help us re-name it! Follow the link below to our re-branding form. 

https://medicine.dal.ca/departments/core-units/global-health/diversity/indigenous-health/IHIMReBrandingForm.html  

Curriculum Refresh: 

Part of ensuring a world-class education is ongoing review, evaluation and as-needed modification of the curriculum based on emerging trends in medicine and medical education, as well as our annual evaluations. 

To this end, a Curriculum Refresh Committee (CRC) has been formed to assess the strengths and gaps/areas of improvement in our undergraduate medical education program. The CRC will make recommendations to the Undergraduate Medical Education Curriculum Committee (UMECC) to ensure students receive the most effective and relevant curriculum for the practice of medicine. This refresh is slated to be implemented by August 2022.  

One of the key themes was Priority Communities, and Indigenous Health became a sub working group from this theme. While working with leaders from Indigenous Communities, Faculty and Staff, several recommendations have been made for the UGME curriculum. Our Indigenous Health in Medicine Program Manager, worked closely with the sub working group to ensure community engagement was authentic and ongoing during the process, and that key focuses were around cultural competencies, Indigenous Health Histories, Treaty Education and Residential School impacts.    

To learn more about the curriculum refresh you can visit https://medicine.dal.ca/for-faculty-staff/ugme-curriculum-refresh-.html  

Town Hall  https://www.youtube.com/watch?v=vViAJTEdsmE  

Community Engagement: Throughout the years, our Indigenous Health in Medicine Program Manager has stayed connected with communities, including Indigenous communities across Nova Scotia, New Brunswick, and Prince Edward Island (PEI). In addition, we stay connected with local high schools and junior high students. We previously did this by visiting and connecting with students in these schools, and we will continue to do this when it is safe to do so. Currently, we hold virtual information sessions and events for these students to replace the summer camps we previously held. These sessions include but are not limited to: admission into Dalhousie University, information on being a doctor, what it takes to be a physician, information on other health programs such as dentistry, pharmacy, and nursing, and plenty more.   

Keep Reading:

Indigenous Health in Medicine seeks input on new name: Part 1

Indigenous Health in Medicine seeks input on new name: Part 2

The importance of professional development opportunities outside the classroom

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By: Halle Loyek, Dalhousie University School of Communication Sciences and Disorders Speech-Language Pathology Student

As a first-year speech-language pathology student, I appreciate finding different ways to learn more about the profession outside of the classroom. This year I was able to become a student with Speech-Language and Audiology Canada (SAC). As a student associate, I am able to access a vast collection of resources related to the professions of speech-language pathology and audiology. These resources include professional development events, access to journals, and supplies for developing advocacy.

I had the privilege to attend my first professional development event on World Hearing Day (March 3). As speech-language pathologists often work closely with audiologists to assist clients, these types of opportunities allow me to gain insight into the profession. The webinar, Starting the Conversation: What the WHO World Report on Hearing Means for Canada highlighted the importance of advocating for the hearing screening of infants, school-age children, and adults. The information shared by the presenters gave me a better understanding of the services provided by audiologists and why individuals should have their hearing checked at different phases of their lives.

With the school semester recently coming to an end, I look forward to continuing to educate myself on topics relevant to the speech-language pathology and audiology fields through events hosted by SAC. As May is Speech and Hearing Month in Canada, I hope to participate in many more opportunities that will enhance my understanding of communication health.

Finally, I can’t wait to eventually go to a SAC event in person! I am hopeful that I will be able to attend next year’s Speech-Language Pathology Conference in Vancouver, BC. This occasion would be an amazing opportunity to network and learn more about the current research pertaining to the field.

Thank you to the Johnson Scholarship Foundation and the Global Health Office for helping me access professional development opportunities as I continue my studies. For more information on these opportunities please visit the Global Health Office Diversity website.

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I Seek to be a Bridge-Builder

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By: Tatum Burdo, Dalhousie Medical student
2021 Global Health Student Blog Writing Competition
Winner: Most Cohesive

atum Burdo on a bridge in Fethiye, Turkey

Literature is saturated with descriptions of global health, defined and refined in academic language, accessible only to a select few. My days as a Masters (in Global Health!) student were consumed with examining and critiquing such words, written by individuals plenty more qualified than I. Several years later, I find myself—a third-year medical student—still looking for meaning and an application of this term. What does global health mean in my day-to-day life? How do I apply this in the hospital wards? How do I champion global health, from wherever I am?

My understanding of global health is constantly shifting. These two words—global and health— are so much greater than the sum of their parts. I struggle to weave my thoughts into the complex reality of an infinitely synergistic term. Discourse too often suggests a global health endeavour must include multiple countries or span international borders. But what if the term was expanded to include a local idea or initiative, viewed with a global lens?

This transition in my own thinking has provided meaning, especially when the confines of medical school amidst a global pandemic limit my airport-loving soul to the hospital rooms of Fredericton, NB. This, in convergence with the last decade’s global refugee crisis, has brought the world to my doorstep. I am challenged to tackle local health challenges from a new angle, a broader viewpoint.

I like to use engineering as a framework; engineers are, indeed, the master bridge-builders. They draw on a diversity of materials, be it wood, stone, iron, or concrete, to disperse tensile and compressive forces. With that, a load is shared. Previously disconnected pieces of land are united. Like a linking of arms, a relationship is forged.

 

I seek to be a bridge-builder, a connector of things. For the Syrian newcomer requesting medical care for the first time, in a city and language not yet her own. In a busy emergency room corridor, I can advocate for the use of trained interpreters. For the East African couple, seeking prayer and ceremony in a Western labour and delivery room built for speed and science, I can engage and appreciate diverse religious and cultural values. I can hold space for dignity, kindness, and patience in medicine. I can straddle the chasm between an archaic, static medical system and a vibrant newcomer patient population, as I advocate for change and improved health outcomes. These are the endeavours of global health.

I can bring divergent perspectives of health together with equity, accountability, partnership, and respect. I embrace these pillars and press on, building bridges. This is the very essence of global health.

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Advancing global health at Dalhousie and beyond
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