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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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Visit the Global Health Office Diversity Website

Celebrating Indigenous Nurses

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

Kwe’! National Nursing Week 2021 began on Monday, May 10th/2021 and ends on Sunday, May 16th/2021. Today, we’re celebrating our Indigenous Nurses, and showcasing a handful of extremely talented and accomplished nurses. This week, I had the wonderful opportunity to interview some of our Indigenous nurses and ask them what being an Indigenous nurse means to them. 

Allyssa LeRoy is a proud Mi’kmaq woman from We’koqma’q First Nation. She graduated from Dalhousie University, and is currently working in the Neonatal Intensive Care Unit at the IWK Health Centre.   

“To me being an indigenous nurse means that I can not only give back to my own community by gaining all of this newfound knowledge and experience, I am also able to utilize a two-eyed seeing approach to bring an indigenous lens to a westernized healthcare system” 

Allyssa LeRoy

Allyssa LeRoy

Courtney Pennell is a Mi’kmaq woman from Gold River, Acadia First Nation. She graduated from StFx in 2014 with her Bachelor of Science in Nursing and is currently a Master of Science in Nursing (MScN) student with an expected graduation date in Spring of 2023. In addition, she is presently working as the IWK Indigenous Health Consultant, and prior to that she spent the last 6 years specializing in Paediatric Oncology, Hematology, and Nephrology at the IWK on the inpatient unit.

“Being an Indigenous nurse is one of my biggest and proudest achievements. Because Canada’s history and thus society, is built on a systemically racist foundation, due to colonialist perspectives, systemic violence, cultural assimilation, and essentially genocide, my people weren’t supposed to excel, let alone obtain post-secondary achievements or work their way up to leadership positions. 
However, the seeds of my ancestors are strong and resilient, and I am paving the way for future generations of Lnu’s to become whatever they want to become- because we too, are just as intelligent if not more intelligent than the average person as we are genetically equipped with Indigenous world views, and thus possess an entirely different lens when it comes to healthcare in a way that is more wholisitc and sound. The time has come where Indigenous populations need to take a stance and join the movement of closing the gaps of the long-standing health inequities that our people are faced with. Not only are we capable, but we are also deserving, alive and well! I can’t wait for the day when we have an Indigenous wellness clinic that is fully led and staffed by Indigenous folks right in the heart of K’jipuktuk (Halifax).“ 

Courtney Pennell

Courtney Pennell

Lucinda Gould is a Mi’kmaq woman from We’koqma’q First Nation. She graduated from Dalhousie University with her Bachelor of Science in Nursing degree.  

“To me, being an Indigenous nurse means acknowledging the unique and different lived experiences of our fellow indigenous peoples. By this, we are working towards meeting the needs of our people and helping to improve their health and wellness.” 

Lucinda Gould

Lucinda Gould

Dawn Googoo is a Mi’kmaq woman from Waycobah (We’koqma’q) First Nation. She graduated from StFx with her Bachelor of Science in Nursing degree and is currently a part-time Master of Nursing student at Dalhousie University. She recently started a newly formed casual position as the Interim indigenous Advisor for undergraduate students in the School of Nursing.   

“Being an Indigenous Nurse to means I have a unique skill that is important to recognize in this profession. I am able to give care and pride to my First Nation community and I am also able to break barriers in structures where Indigenous awareness is needed. I love this profession and I want to see more Indigenous nurses in the structures where changes need to be made.  

As an undergraduate student, I had many struggles in school. It took me 7 years to complete my nursing program. Previously, I served in the Canadian Armed Forces as a medic and suffer from PTSD. Along with that I was struggling with reading and writing, as I did when I was younger. I got support from the Center for Accessible Learning and was tested for a learning (dis)ability. After a psychoeducational assessment, I was found to meet the criteria for a learning disability. On my journey to success, I discovered many ways to learn, where to go for support, how to use resources and much more. I shared my experience and knowledge with new Indigenous students coming to university, hoping to encourage and support other students.  

After graduation, I worked at a hospital close to my community. With this experience I realized how crucial it was for there to be more Indigenous health care workers. I got involved with learning more about the Truth and Reconciliation Commission of Canada, and the Calls to Action for health. I came to realize that I need to continue to support and advocate for Indigenous people to be successful in the health professions. Continued collaboration with communities, students, professionals and universities is vital.” 

Dawn Googoo

Dawn Googoo 

Athanasius Sylliboy (also known as Tana’s, which is Mi’kmaw for Athanasius) is a Mi’kmaq man from Eskasoni First Nation, located in Unama’ki (Cape Breton). He obtained his Bachelor of Science in Nursing from Cape Breton University in 2015, and his Master of Nursing from Dalhousie University in 2020. He is currently working as a Mi’kmaw Nurse Practitioner in Millbrook First Nation.  

“Being Indigenous in Nursing is a role that represents many generations of continued resilience, advocacy, leadership, and healing for our communities. We need to continue recognizing the achievements, and contributions of Indigenous people in modern medicine, as we had many centuries of doctors, nurses and researchers, all of which went by different names. The most meaningful part for me is the utilization of my language. There is a layer of connection, understanding, and comfort in speaking, and understanding Mi’kmaw in the provision of care throughout the lifespan. As a Mi’kmaw, and a nurse, I get to interweave Indigenous and Western world views and ways of knowing to improve the lives of others. Each one of us in this unique role represents a small stepping stone in the bridge to reconciliation and transforming the health of our people, communities, and future generations.”  

Athanasius Sylliboy (also known as Tana’s, which is Mi’kmaw for Athanasius)

Athanasius Sylliboy (also known as Tana’s, which is Mi’kmaw for Athanasius)

Julie Francis is a Mi’kmaq woman from Eskasoni First Nation. She graduated from StFx with her Bachelor of Science in Nursing and is continuing to pursue her Master of Nursing degree at Dalhousie University. She is currently working at as the Community Health Nurse at the Eskasoni Health Centre and is also a Research Nurse at ACHH/IWK.  

“Being an Indigenous Nurse means a lot to me, it’s an honor to practice nursing in my own community.  

It means I’m part of a growing family of Lnu nurses who are breaking barriers for one another, including our future Nurses. We’ve been through a lot to make it to this point, and we celebrate one another and raise each other up.  

It also means we dismantle barriers to health care for our indigenous communities by not only providing culturally safe care to our clients, also by promoting, protecting, and advocating for anti-racism, equity, diversity and inclusion in culturally safe policies, programs, and patient care.  

It means decolonization. During my journey as a Nurse and student in the MScN program at Dal I’ve come to realize that I’m contributing to decolonizing nursing research, how we think about the early years and even decolonizing my own education.”  

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Learn more about Dalhousie Nursing

The Gateway Project

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By: Michelle George, MSc. Candidate Community Health and Epidemiology

At Dalhousie University, first- and second-year medical students have the option to take part in the Service Learning Program offered by the Global Health Office. This program allows medical students to gain valuable community engagement experience and have opportunities to practice their skills and test their knowledge in a community environment. It is while she was participating in this program that Rumana Rafiq, a 3rd-year medical student, was able to bring the Gateway Project to Nova Scotia. While in her first year of medical school, Rumana noticed that there were some knowledge gaps in the current curriculum that didn’t address working with newcomer populations. For example, working with an interpreter or understanding cross-cultural medicine. Adapting the Gateway Project to Nova Scotia from Memorial University, where it was initially established, was a way for Rumana to address these knowledge gaps. Now, Rumana and another medical student, Christopher O’Grady, continue to spearhead this program with support and guidance from Dr. Tim Holland, an assistant professor at Dalhousie in the Department of Family Medicine.

Rumana Rafiq - from cbc.ca

Rumana Rafiq – from cbc.ca

The Gateway Project at Dalhousie University is a program that connects medical students to the Newcomer Clinic in Halifax. This allows students to engage with the newcomer and refugee population in Halifax to improve student skills in cross-cultural medicine. Students who participate in this program have the opportunity to conduct a Post Arrival Health Assessment (PAHA) under the supervision of a physician and usually with the help of an interpreter. Participating in this program allows students to gain more familiarity with newcomer health patient needs. For Rumana and Christopher, participating in this program opened their eyes to the barriers that newcomers face in receiving healthcare and the inequities that these populations face. Rumana, Christopher, and Dr. Holland agree that students who engage with the newcomer population gain a better understanding of cross-cultural competency within a clinical context which helps them to continue to be advocates for these communities in medicine.

Christopher O'Grady

Christopher O’Grady

Like most programs, the Gateway Project was impacted by the Covid-19 pandemic. There was a major slow-down of immigration of newcomers and as such there was a limited number of opportunities for the large number of students interested in the program. Also due to the pandemic, some of the assessments took place online which, although still a successful and rewarding experience for students, doesn’t always translate to an in-person experience. Despite these struggles, the Gateway Project has received nothing but positive feedback from participating students which has been rewarding for Rumana, Christopher, and Dr. Holland as they coordinate this program.

Rumana, Christopher, and Dr. Holland hope that the program continues and that they can integrate the lessons learned from this program more permanently into the medical school curriculum. They also express that the success of the program was only possible by the physicians working at the Newcomer Clinic who were willing to go above and beyond to make themselves available to teach students and the admin staff who were crucial during the pandemic in helping adapt the program as necessary.

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Learn more about Service Learning

Medical Mentorship Part 4: Professional and Cultural Connections

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

Kwe’! This year, the IHIM and PLANS program had the incredible opportunity of creating a mentorship program for our Indigenous and African Nova Scotian/Canadian students interested in Medicine. This semester, I had the opportunity to interview one of the mentees from the program.  

Hannah Harquail

Hannah Harquail

“My name is Hannah Harquail, and I am a second year Medical Sciences student here at Dalhousie University. Ever since I was young, I was fascinated in the medical field and dreamed of working in health care. In high school, I decided that I wanted to become a physician, and I am currently working towards that goal. Therefore, I am interested in attending medical school after university. However, if I cannot attend medical school immediately following university, I plan on working in research, as that is another discipline that I am interested in. 

Currently, I am living in Halifax, Nova Scotia, but I am originally from a small village called Charlo, New Brunswick. Throughout my life, I always lived off-reserve and am not associated with any Indigenous communities; however, my family helped me stay connected with my culture, as well as various activities/events held by nearby Indigenous communities and groups for off-reserve Aboriginal persons like myself. At university, I am supported by the Indigenous Student Centre and Indigenous academic advisors that work to help Indigenous students at Dalhousie University succeed.” 

Why were you interested in participating in the mentorship program? 

“I was interested in participating in the mentorship program to connect with a mature student in my program who understood many of the academic and personal struggles as a pre-med student and could provide me with some tips and advice to both succeed in the program and make the most of my degree.” 

How has the mentorship program impacted you so far? Do you think it is beneficial and worth your time? 

“Although I have only participated in the mentorship program for a few months, I definitely think it is beneficial and worth my time. From just a couple of meetings, I was able to connect with my mentor, and gain valuable advice and information about research, studying, stress, etc. Additionally, I have received an abundance of support and encouragement from my mentor, which motivates me to do well in the course, work hard to achieve my dream career, and makes the program worthwhile.” 

What are your takeaways from the mentorship program and how will it impact your future studies? 

“At this point throughout the mentorship, I have many takeaways that will positively impact my future studies. Firstly, I obtained helpful information that will help me in the medical school application process and different opportunities I have as an Indigenous student at Dalhousie by attending workshops held by the program personnel. Additionally, I gained communication skills, and advice on getting involved in research here at Dalhousie as an Indigenous, undergraduate student. These takeaways will help me reach both my academic and personal goals as a student and will enhance my undergraduate experience substantially.” 

What are your thoughts on Dal creating this program? 

“I am thrilled that Dalhousie decided to create this program. It has the potential to help many students connect with their culture, as well as learn about many opportunities and information relative to Indigenous Medical Sciences students.” 

Read more

Medical Mentorship Part 1: Ottawa Supports Indigenous Student Success

Medical Mentorship Part 2: Student Perspective

Medical Mentorship Part 3: Creating Space at Dalhousie

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Learn more about the Indigenous Health in Medicine Program

 

Creating connections for students through the PLANS co-op program

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By: Mickayah Beals

I am a grade 12 student currently enrolled at Prince Andrew High School. I am in the options and opportunity program (O2), and I’m excited to explore career path opportunities in Social Services. I was very happy to hear about this co-op opportunity to explore health professions and possibly meet with African Nova Scotian mentors at Dalhousie University. 

Mickayah Beals

Mickayah Beals

My motivation for pursuing a career in social services is to help ensure those in need get the right support. I feel that taking the career path of being in social services will allow me to help people, even if it’s just one person because at least then I know that my efforts were not in vain. I have always wanted to help people but I didn’t know where and how. As my career path interest is in Social Service, I was thinking of applying to Dalhousie. The PLANS co-op program gave me some direction in the field of health and I now know a bit more of what I want to study in my years of education to follow. I learned a lot about how the school operates, how programs work, and what prerequisites are needed to get into certain undergraduate programs.

Mickayah exploring one of the activity stations

Mickayah exploring one of the activity stations

Along with the other young ladies, I got to experience this journey together during the PLANS co-op and we all may get a chance to work alongside each other in the hospital and in the classroom these next 4 or more years of post-secondary education. This program has helped me figure out a lot of things. Without it, I would have applied to become an aesthetician, but this program gave me the push and encouragement that I needed to know that working in health care is worth it. 

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PLANS: Promoting Leadership in health for African Nova Scotians

Support for Black students aspiring to a career in health

PLANS co-op program supports student success

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By: Mwamini Bifakubaho
Mwamini practicing her reverse hand skills during an activity with Dentistry

Mwamini practicing her reverse hand skills during an activity with Dentistry

Hi, my name is Mwamini Bifakubaho and I am in grade 12, class of 2021, at Citadel high school. I’m one out of the ten students from over five different high schools that have had an opportunity to go through the Promoting Leadership in health for African Nova Scotians (PLANS) program. I joined the PLANS program through my co-op course and I joined it because it was based on empowering African students into careers in health. I  have always wanted to pursue a career under a health program in the future so this was a good opportunity for me to explore the options available and find what program I really want to take after high school. This was helpful since I had no specific option in mind before the program due to a lack of research and knowledge about health programs. 

Hands on experience for Mwamini

Hands on experience for Mwamini

 

The most notable experience I had during my time as a PLANS co-op student is getting assistance/help with how to browse and find information and also exploring the support available.

This experience was significant to me because as an African youth and student in my community I have always felt like I have limited opportunities and support which sometimes made me want to give up as I thought that even if I did my best I will still not get an opportunity to reach my goal. This has now changed because I now have the support I need to succeed and getting to hear from people (mentors) who look just like me and are succeeding in the field that I also want to pursue has given me lots of hope and confidence to do my part to the best of my ability.

My time as a PLANS Co-op student has helped me to get answers to all the questions I had about post-secondary education, explore the programs, and get to know exactly what I want to pursue. I have also been able to explore the opportunities and hear from mentors and improve my research skills. I feel ready for post-secondary education. 

Distanced group activities

Distanced group activities

Promoting Leadership in heath for African Nova Scotians (PLANS) partnered with Dartmouth General Hospital Foundation to create this co-op placement opportunity as part of the Transforming Access to Care initiative, funded by the RBC Foundation. The placement provided health career preparation and support to youth from African Nova Scotian/Canadian communities. The initiative gave participants the opportunity to explore various health professions, engage in hands-on activities, connect with mentors and learn about supports available to them to help them pursue their post-secondary education.

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PLANS: Promoting Leadership in health for African Nova Scotians

Support for Black students aspiring to a career in health

Medical Mentorship Part 2: Student Perspective

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

In our series on Medical Mentorship programs for Indigenous students we had the opportunity to speak with Allison Macintyre, a 2nd year Biomedical Science student at the University of Ottawa. Allison joined Ottawa’s mentorship program as a mentee upon the creation of the program in the Fall of 2019, and she was eager to meet with me this Fall to speak about the program.

Allison Macintyre

Tell me a little bit about yourself and your academic path to medicine

“I’m mixed race (my father is First Nations and my mother is from Germany) and I’m a member of the Moose Cree First Nation. I didn’t grow up on my reserve (Moose Factory, ON), but in Chesterville, a small town about an hour’s drive south of Ottawa. Throughout my childhood and high school years, I was involved in some aspects of Indigenous culture, like going to pow-wows and participating in the Indigenous student leadership program offered by my school board. However, I haven’t been as connected to my own First Nations culture as I would like. My grandmother attended residential school and because of the trauma she endured there, she didn’t pass her culture or language down to my father. I hope to learn my native language, Moose Cree, someday and to learn more about my culture. I am involved with the University of Ottawa’s Indigenous Resource Centre, so I’m connected to Indigenous people at the university. I started out doing a Bachelor of Science in Nursing, but I might switch to a different program that better fulfills the medical school prerequisites.”

Why were you interested in participating in the University of Ottawa’s mentorship program?

“I was interested in participating in the mentorship program because I was curious about hearing what medical school was like. Also, applying to medical school is very intimidating so I thought that it would be helpful to get advice from people who’ve already done it and succeeded.”

How has the mentorship program impacted you?

The mentorship program has definitely made getting into medical school seem more tangible and probable to me. When I research medical school and getting accepted into medical school, it’s often very discouraging. I’ve read stories about people with lots of volunteer and extracurricular experience with a high GPA applying to medical school and getting rejected every time. This mentorship program helps take away some of the dread and lack of hope when trying to apply to medical school.

What are your takeaways from the mentorship program and how will it impact your future studies?

Some key points that I’ve learned from the mentorship program are that the best way to strengthen my application for medical school is to pursue things that I’m interested in, like with volunteering. I’ll be more passionate during the interview if I actually enjoyed what I did. Thus, it’s encouraged me to pursue studies that I’m interested in and to do volunteering and research that I’m interested in.

What are your thoughts on Dalhousie University having a mentorship program similar to the one in which you have participated?

“I think that it’s great and that more universities should have programs like this to encourage I\Indigenous students to go into medicine.”

Mentorship Program at Dalhousie

In September 2020, a pilot mentorship program was established in collaboration with the Bachelor of Medical Sciences led in partnership by the Indigenous Health in Medicine (IHIM) program and Promoting Leadership in health in African Nova Scotians (PLANS). The funding for this program is part of a collaboration with the Johnson Scholarship Foundation.

The main purpose of this program is to reduce/eliminate barriers to underrepresented students exploring their full potential as learners. The Faculty of Medicine is responsible for organizing the mentorship match between student/mentee and mentor. Student mentees who are matched with a mentor are then encouraged to take leadership in the relationship to ensure that they are able to get the most value from their experience.

The pilot program consists of 10 undergraduate Bachelor of Medical Sciences (and general science) students in their first or second year of study (5 who identify as African Nova Scotian and 5 who identify as Indigenous). In addition, they were matched with 10 mentors who may be third- or fourth-year undergraduate students, medical students, or graduate students in health programs.

In the next blog of this series, I will discuss the creation of our mentorship program in detail, including how and why the program was created. Additionally, the series will include blog posts with interviews from both a mentee and mentor in our pilot program.

Read More

Medical Mentorship Part 1: Ottawa Supports Indigenous Student Success

Medical Mentorship Part 3: Creating Space at Dalhousie

Medical Mentorship Part 4: Professional and Cultural Connections

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Learn more about the Indigenous Health in Medicine Program

 

Global Health Photo Contest 2020

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The Global Health Office, Dalhousie University

We can all agree that this year has been like no other. Hopefully, a positive outcome for many has been the opportunity to evaluate and prioritize what is truly important to us on an individual level but also as a society. Recent global events have certainly highlighted the need to address global health issues. Many people hear global health and think of global as a geographic boundary such as international health or better yet developing health. While that can be true it detracts from the need for focus on health systems and supports right here at home.  We offer an alternative view of the term Global Health, which is global in terms of all the factors that impact our health. By considering nutrition, income, housing, employment, addiction, education, environment and access to healthcare we create a more holistic view of health.

If we consider health at the centre and all factors surrounding it, like a bubble, many people experience breaks in their bubble, allowing external forces to negatively impact their health. Our office works to reveal those cracks in the hopes of creating awareness around their importance and the impact to health of individuals and our society. It is difficult to ensure long term health of a population when we miss factors repeatedly contributing to the lack of health.

The Global Health Photo Contest has always encouraged and celebrated participants to take this holistic view of  health and the images that are submitted do not disappoint. We are so excited that 2020 celebrates 10 years of this initiative. We are so proud of our colleagues and partners who incorporate global health into their professional practice and grateful that they share their beautiful images with us each year.

The winners of the 2020 Global Health Photo Contest are:

1st place: Bikes in the City by Danielle Shin

2nd place: Tea Fields by Victoria Landry

I would encourage you to visit our Photo Contest page to see previous submissions and winners and most definitely encourage you to submit to the 2021 contest! Global Health is all around us.

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Global Health Photo Contest

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