Document Sample
					 Aboriginal Health Human Resource Initiative /
         Access Programs Gathering


                  SUMMARY REPORT

                     MAY 13 & 14, 2008
                 PROVINCIAL BALLROOM “A”
                                                  TABEL OF CONTENTS

DAY 1 – TUESDAY, MAY 13, 2008.......................................................................................................3

WELCOMING AND OPENING REMARKS ........................................................................................... 3

KEYNOTE ADDRESS ............................................................................................................................3

HRSDC BEST PRACTICES FRAMEWORK...........................................................................................4

EDUCATION ..........................................................................................................................................5

AHHRI National Perspective on Health Education .................................................................................... 6

LUNCHEON PRESENTATION: Indigenous Physicians Association of Canada ...................................7

HEALTH EDUCATION ...........................................................................................................................8

NATION HEALTH EDUCATION........................................................................................................... 11

DAY 2 – WEDNESDAY, MAY 14, 2008................................................................................................ 12

EDUCATION ACCESS and SUPPORT............................................................................................... 12
    Dr. Sherri McKinstry, Dentist........................................................................................................ 12
    Danielle Gamache ....................................................................................................................... 12
    Dr. Courtney Leary ...................................................................................................................... 13
    Nicole Agnew............................................................................................................................... 13

FIRST NATIONS HEALTH EDUCATION: Break-out Sessions ........................................................ 15
MAIN PLENARY .................................................................................................................................. 15

NEXT STEPS AND CLOSING CEREMONY ........................................................................................ 16

APPENDIX “A”           Evaluation Summary................................................................................................... 17
APPENDIX “B”           Participants listing ....................................................................................................... 24
APPENDIX “C”           Pre-Univesity Enrichment Program Session ............................................................... 27
APPENDIX “D”           Transitions & Preparatory Program Session ............................................................... 31
APPENDIX “E”           Undergraduate Support Program Session .................................................................. 33
APPENDIX “F”           Professional Health Support Program Session............................................................ 38

                                   SUMMARY REPORT

DAY 1 – MAY 13, 2008


The Opening Prayer was provided by Elder Flora Zaharia followed by an Opening Drum Song by
the Whitehorse Singers. Welcoming Remarks were then provided by:
    • Chief Norman Bone, Chair, AMC Chiefs Task Force on Health
    • Jim Wolfe, Regional Director, Manitoba Region, FNIHB
    • Maureen Sweeney, HHR Manager, Primary Health Care Division, FNIHB
    • Brian Pelletier, A/Director, Human Resource and Skills Development Canada

Robert Maytwayashing, Chair:

Robert Maytwayashing explained the purpose of the gathering and invited Dr. Peter Nunoda to
introduce the Keynote Speaker – Eugene Delorme.


Presenter: Eugene Delorme, J.D, Director and Assistant Professor, Family Medicine -
Indians into Medicine (INMED) Program, School of Medicine and Health Sciences,
University of North Dakota (UND)

Mr. Delorme provided a power point presentation (See Appendix “A”) and focused on:

   •   An overview of the historical relations between US government and the American Indian
   •   Impact of legislation - US Constitution and other legislation on equality and questioned
       whether it has served as separation or equal protection for American Indians.
   •   American Indians and Health Care - noted that the Snyder Act of 1921was apparently
       one line long while the Indian Health Care Improvement Act has yet to be renewed.
   •   Program overview of INMED, - design and composition.
   •   Summer Institute at UND
       o a six week residential program for grades 7 – 12 including a Pathway Program;
           MCAT Prep; and a Pre-matriculation program
       o academic year support program
   •   M.D. program at UND - space for 7 seats to each incoming class of INMED students.
   •   INMED students are fully qualified medical school applicants subject to the same
       admissions committee and admission standards and the same curricular requirements
       and evaluative criteria.
   •   INMED enrolls an average of 125 students in various academic programs each year;
       recruitment is done in high school and middle years; 77% of students returned to tribal
   •   Accomplishments: listed the number of graduates from various programs
   •   Challenges: Because of change in federal government, INMED lost one of their grants
       which made significant changes i.e. staff reduction by 50%. Another major concern is
       that less American Indian students are going to college.

     •   Final Consideration: The need for Congress to provide funding for education and
         adequate staffing of health care facilities among American Indian populations.

Question: You said the federal government provides needs and staffing to clinics and to
communities; sounds like fiduciary obligation from the United States. In Canada, there is a
debate on this obligation.

Response: There are 2 perspectives. The cultural conflict is manifested more in this idea. With
concept of treaty, it is a legal arrangement. In native culture, treaty is forever, not shared by
dominant society. We say no we are getting this based on treaty. Its best to stay with American
Indian concept.

Question: One of things you discussed is negotiating seats within different programs in medical
schools. You said you established minimum requirements, even with the added seats - is there
a backlash for students with the standards?

Response: There is always a backlash in this area; it will always be an issue. We say the
academic standards are just indices? With model, we use a PCL approach with our students.

Question: What is the budget you have to work with?

Response: With funding, we have 5 staff. The federal government provides $750, 000/year to
bring students in, using own rooms, etc. To run core program costs one million dollars a year.
The university provides facility, we receive little funding. One of the longest running funded
program in the U.S.

Question: If a band would pay for a student to attend, would it jeopardize program?

Response: Yes, it would, if tribes want to get involved, we must make a contract with the
student. The number one challenge many medical students’ face are financial costs.

Health Break


Professional Health Education Programs for Aboriginal People - Executive Summary - Dr.
Peter Nunoda, Director, Aboriginal ACCESS Programs, University of Manitoba

Dr. Nunoda apologized to Chief Bone for using terminology “Aboriginal”. Besides his power
point presentation (See Appendix “B”), Dr. Nunoda referred to a copy of the Best Practices
Framework for Professional Health Education Programs for Aboriginal People: Executive
Summary.       This document is the summary for the study commissioned by HRSDC and
undertaken by Dr. Nunoda. It also served as the guiding process for the Gathering and the
breakout sessions in the next day’s agenda. Dr. Nunoda focused on:

1)       Challenges: In the statistics referenced by the Royal Commission on Aboriginal Peoples
         and the Final Report of Future of Health Care in Canada (2002), asked “How do we
         engage more students to an MD, or BN or whatever health profession we choose?”

2)       Typology of Program: four basic levels of programming or common themes of better
         i) Pre-University – early engagement with children going to school, with families. Most
              recent innovation is in high school where students are completing necessary pre-
              requisites i.e. hands on program with Children of the Earth High School.
         ii) Transition to Prep – High school grads not prepared to take undergrad due to deficits
              in their skills sets;
         iii) Undergrad Enrichment – How do we most effectively support these students?
         iv) Professional Health Support: How do we best support students?

3)       Pathways Model: This is a schematic outline of what is available to students for entry
         into health career education. The Model allows entry points and exit points where
         students can enter at a certain point and move on. He credited the University of North
         Dakota for the design of the model.

Dr. Nunoda added that federal AHHRI funding is critical to new programs, but federal funding is
short-term; there is a need for sustainable funding. The Province of Manitoba controls funding
for education; but we need their buy-in. Pathways is simply what is out there, how is it being
done; what is deliverable. He advised the participants that he is relying on their expertise.
Critical in the discussions is partnership - that program must be responsive to community need
and that flexibility is important. Once research for the study is compiled, he guaranteed that
results will be available to use.


National First Nation Perspective on Post Secondary Education – Peter Garrow, Assembly
of First Nations Education Directorate

Mr. Garrow acknowledged the Territory and gave thanks for the invitation. He pointed out that
he is not an “Aboriginal”, but Mohawk. He reviewed his power point presentation (See Appendix
“C”) and focused on:

     •   AFN Education Vision - Treaties need to be taught in our schools; our youth don’t know
         who they are.
     •   Post secondary education - 300 students will be unable to access their education. The
         province of Ontario is rich; per capita each student receives $9,800. Our communities
         receive $6,800 at post-secondary school. We know life-long learning has to recognize
         that early years are so important.
     •   AFN Education Secretariat mandate - Federal government ready to offload post
         secondary. When we ask First Nation ‘why do you want an education’, response is “I
         want to help my people.” Non-First Nation people would likely say “I want to be a
         doctor”… 24, 000 students being funded each year; the pinnacle was around 28,000.
     •   Roles and Responsibilities of the AFN Secretariat: Members of the CCOE and NIEC are
         education experts, yet they are being ignored.
     •   Education Challenges: INAC’s position is that funding is more than adequate. 168
         reports are submitted annually yet we are told we are not accountable. Many First
         Nations are placed in 3rd party management. Where’s the analysis? We want them to
         be responsible to us.

   •   Education attainment - High school completion
   •   High poverty rates off reserve
   •   PSE challenges: Provinces are getting rich, yet they get more money; First Nations get
       less money for more students. No response from INAC when we ask about the 2% cap
       on funding.
   •   Education attainment
   •   PSE Challenges: comparison of increases between 1993/94 to 02/03
   •   Effects of PSE Challenge - Cost of lost opportunities: Noted the costs to incarcerate
       females compared to denied opportunities in education.
   •   Projected expenditures of the PSSSP program
   •   Post-secondary education; referred to military and national defense for costs
   •   PSSP - Why a post-secondary education? Referred to stats on employment earnings

AHHRI National Perspective on Health Education

Presenter: Maureen Sweeney, Primary Health Care Division, FNIHB/Health Canada

Ms. Sweeney provided a national overview and utilized power point for her presentation (See
Appendix “D”) and focused on:
   • What does AHHRI hope to achieve?
   • AHHRI goals and objectives
   • Increasing awareness –various activities undertaken regionally and nationally
   • Bursaries and Scholarships-
   • Regional Workplan - Regions are asked to collaborate with post-secondary institutions
      toward bridging, support and access programs; to expand or bring in new programs; to
      collaborate and partner with the academic community, federal and provincial
      governments with First Nations and Inuit
   • Work is being done with AFMC and IPAC on curricula changes for cultural competency in
      medical schools. The Royal College of Physicians is working to expand the cultural
      competency across post-graduate and continuing medical education
   • AHHRI is planning to conduct a mid term review and to build a case for renewal of the

Question: Concerns from Dalhousie: When we are doing projects, a lot of expertise is not
utilized. How are you going to ensure Mi’kmaw and other First Nation are involved? eg. no
connection for Dalhousie to move forward. Are we (First Nations) going to have input?

Response: Cultural competency can not be determined by people from another culture. When
we worked at framework, we were told we need to involve the Indigenous Physicians. We want
to be sure appropriate partners are involved i.e. we work with AFN.

Question: What is the definition of cultural competency?

Response: I have May Toulouse who is the expert. For obvious reasons, I am not the best
person to answer.

May Toulouse: I am referring this question for Barry Lavallee to provide a response.

Comment:      Concerned that we can have all these frameworks with respect to cultural
competency, it’s still the professors who have the power to implement or not to implement. At
the end of the day, it’s still professors who make the final decision.

Regional First Nation Perspective on Post Secondary Education (PSE)

Presenter: Shirley Fontaine, Manager of Education, Assembly of Manitoba Chiefs

Ms. Fontaine made her presentation using power point (See Appendix “E”). She mentioned the
Health and Wellness Strategy: A Ten Year Plan for Action document developed by First Nations
leadership, community service and program providers and technical working group. The action
plan speaks to health education programs and the development of partnerships between First
Nations, government and academic institutions as well as addressing the health needs of First
Nation communities. Based on regional discussions, Ms. Fontaine informed everyone that AMC
Education is working on an action plan for education i.e. how to address challenges, to work
collectively toward increased high school and post-secondary graduation rates, and that one of
the partners is the Manitoba First Nation Education Resource Centre. She discussed the lack of
adequate resourcing in education and that there is not enough money to work with. First Nation
schools do not have the proper education facilities – many do not have science labs or trained
math/science teachers. In high school programming, it is difficult to prepare students for a
science-based career. The long term goal is to exercise jurisdiction of life long learning.

In terms of involvement of First Nation Elders, Ms. Fontaine mentioned that Elders are the
experts in cultural competency. As well, partnerships should not be just mainstream, but with
First Nation post-secondary institutions and First Nation communities. Partnerships need to be
determined and led by First Nation communities.

Ms. Fontaine noted that one of the challenges First Nations see is that sometimes programs are
designed for First Nation students, but down the line they are not included. Resources are
identified for First Nation students but they are eventually excluded.

One participant noted that regard to partnerships, the word ‘partnership’ cannot be taken
lightly…Have come to see where our people develop things, create things, then institutions own
them - have to see how they roll out. The very baseline of ‘niwiijiiwaagan’ is ‘friendship’, and
added “we’re not there yet” (meaningful partnerships).


Presenter: Dr. Barry Lavallee, Indigenous Physicians of Canada (IPAC) - First Nations,
Inuit, and Métis Health Core Competencies

Dr. Lavallee began by acknowledging Elders Zaharia and Elder Myra Laramee. A copy of his
presentation on power point is at the end of the Summary Report (See Appendix “F”) of this
Gathering. He began his comments indicating that the R word ‘racism’ is very real. He added
that the definition of core competency is dynamic, very variable and that there up to a thousand
papers on the topic. Because society wants to analyze ‘who you represent’, it really is around
analyzing things like racism, barriers in systems that give us barriers to achieve our goals. An

author talks about ‘uttering’; if we go in to system, we’re seen as a deficit, that somehow
inherently we are wrong. So Myra was talking about equity – a very difficult thing to achieve.
We as Indigenous people see what’s going on with them. We have to help the system analyze
themselves in order to change them.

Referred to a meeting (IPAC/IFMC meeting held in Winnipeg April 28, 2008) regarding a toolkit
for physicians. A deficit recognized was that the medical system does not know who we are – to
them. They do not know our history, impact of colonization or anything that impacts our health.
We are not followers; we don’t have to create things like the ‘welfare system’. Indigenous
Physicians of Canada have partnered with IFMC to develop core competencies to provide
undergraduate medical educators with knowledge, skills, and attitudes to engage patient and
community-centered approaches to health care delivery with and for First Nations, Métis, and
Inuit people. The Royal College of Physicians is designed for medical doctors who want to
specialize. IPAC uses the seven domains as a framework with themes that include: (1) Medial
Expert, (2) Communicator, (3) Collaborator, (4) Manager, (5) Health Advocate, (6) Scholar and
(7) Professional.

Dr. Lavallee stressed that individuality is not as important as community. Cultural safety is about
educating physicians to be aware of the level of racism; the challenges they will have to be able
to make changes. He mentioned that at a conference of 1200 people - IPAC had 5 hours to
present; we were able to address the persistent disparities among First Nation people; to move
and able to convey the issue of disparities and need for competencies.

Medical Expert – ‘culturally safe’ – we need to be careful with this term. Don’t assume I will treat
someone badly because I don’t know anything about your culture. Medical people don’t
understand the consequences of colonization, that is, the intergenerational impact and its
complexity. The key to competency is that you can’t teach without first teaching and supporting
each other – we need faculty development. In one particular slide, Dr. Lavallee explained the
use of red paint and its symbolism related to ceremony and a holistic way of looking at health.

The core competency document will be on IPAC website. Dr. Lavallee mentioned that 64 spots
positions were offered to Indigenous physicians.

Question: It was significant to add that the mentorship program for students identifying as
Métis, First Nations, or Inuit, yet it is not culturally safe to enter med school and identify yourself
as part of an Aboriginal group. This means we cannot capture those stats.

Response: Can do it around personal relationships.


St. Theresa Point LPN Program – Larry Flett, St. Theresa Point; Karen Hargreaves &
Diane Shamray, Assiniboine Community College

Larry Flett, St. Theresa Point introduced his co-panelists. He described the geographical
location of St. Theresa Point; that the total population is approximately 10,000. He spoke of the
training programs at the regional centre in the community. Mr. Flett informed the participants
that planning for the LPN program began in 2000 to address the need for LPNs; an assessment

had been done. In 2006, the Chief and Council and planners managed to bring the LPN
program thru partnership with Assiniboine Community College and University College of the
North. This is a 24 month program – 6 months was academic prep. Other partners include
AHRDA, AHHRI, and Aboriginal Human Development Strategy. Student supports include tutor,
Elder, and student advisor. Started with 24 students – lost 6 still have 18. Theory is near
completion, most is practicum, due to complete end of Oct. The program did not have all the
resources, they had to improvise. Being an isolated community, most challenging was bringing
in instructors – most experienced ‘culture shock’ when they saw the community. Commitment is
there, but can only go so far. In terms of supports, the program can only give $400/2weeks; this
has been challenging making student retention difficult; students want to quit because this is not
a lot. Mr. Flett cited cost of living challenges such as $12 for one litre of milk; that everything is
expensive due to freight costs. In terms of furthering their education, 75 – 80% of students want
to move on. eg. RN

Larry introduced Karen Hargreaves, Dean, School of Health and Human Services and Diane
Shamray, Vice-President, at ACC. Ms. Shamray had photos on power point of the students
setting up with supplies, books, and equipment. She noted that AHHRI funding has made it
possible to hire the tutor, Elder, and a student counselor. As well, AHHRI made it possible to
adapt the curriculum. First practicum for students was at Deer Lodge Hospital; the students
were asked to return for their next practicum.

Karen reiterated comments about partnership earlier. ACC delivered to 7 communities – they
had 100 graduates and all found employment. She also noted that it was important to be on the
same page with partner like Chief and Council; they lobbied in Ottawa asking to review policy
within nursing stations i.e. the ability to hire LPNs. Ottawa has indicated a willingness to work on
the development of a policy.

Support Programs for Aboriginal Nursing Students,

Presenter: Terry-Lynn Fox, University of Lethbridge, Alberta

Ms. Fox made her presentation using power point (See Appendix “G”). Ms. Fox started by
stating that she is a part of the Blackfoot Confederacy. Her grandfather was a traditional healer,
her grandmother a medicine woman; she herself is an extension of that. She mentioned that her
mother is an RN with a background in sociology. Ms. Fox felt it was important to let young
people know/understand who they are; to be knowledgeable, to be aware of real life issues. If
we can teach our students that they are learning something new, they can feel more valued
rather than be labeled or categorized. In their admission routes, she also discussed the issue of
‘reserve discrimination’ with respect to admission.

Health Career Quest Summer Camp - Wayne Heide, Office of Rural and Northern Health

In the power point presentation (See Appendix “H”), he pointed out that the Summer Camp is a
long term recruitment and retention program to be piloted. He was asked to develop options for
early intervention career development. The planning for the program was between ORNH,
AHHRI, MRNERC, northern RHAs and ACCESS (University of Manitoba). So far, it has been

well received upon presentation.      They are prepared to expand and are looking for other

Questions: May Toulouse inquired about what is considered ‘family’.

Response: No rigid definition of family; not traditionally nuclear family. Put it in place so student
is not alone.

Larry Sanders: Inquired about St. Theresa Pt. that community-based is important.
Kowacatoose (Sask.) will be graduating 18 LPNs. Initially Elders were not involved; cultural
knowledge is the ghetto where Elders are placed. Can you elaborate on the role of Elders?

Larry Flett: Elders serve as more of an advisory role - not really in the classroom setting, but
what to do in a family situation. Karen Hargreaves spoke to curriculum expectations and what
community does over and above is up to community and the program agent (ACC).

Question: Can the LPNs be transferred? For student summer camp, why 12? Are you targeting
males also?

Response:     Decided on 12 because we wanted a manageable number; we developed a fairly
intensive program as well as a fundable number. We wanted the opportunity to grow the
program. To the second question, we did not anticipate a disparity between M and F – has been
a learning curve, will maybe need a change for next year. If we can engage participants, doesn’t
matter and this may be part of evaluation process; maybe it’s a marketing approach. We
discussed with various mediums, followed up with phone calls to schools, all info on website,
aside from cherry picking kids, don’t know what else we can do. Reasons why students do not
access scholarships, one because they are already funded, another they have to do essays.
Not really complex essays; we gave students a template for their essays and we are not
correcting them.

Question: To Terri-Lynn, can students get actual credits in pre-nursing when they go to the 1st
year nursing program? Are there designated seats and is there a deadline?

Response: The deadline is June 1st for transition year. There needs to be an acceptance that
indicates yes they will enter program.

Suggestion by James Andrew; the summer science program at UBC has been in existence for
20 yr; promotional packages were prepared for students to take back to communities.

Lorraine McLeod: Want to applaud St. Theresa Point. To Wayne, didn’t see how you will
expose students to Elders. Comment to Terry-Lynn - an individual in Iqualuit wrote an RN exam
three times and didn’t make it. Let’s not forget students who need support.

Wayne: Will try to have presentations on all different health care professions. We do want to
do show and tell.
A draw was made and awarded to Trudy Unger who received a briefcase and Vivian Peters
received an AHHRI backpack.

Health Break


Recruitment and Retention of Aboriginal Students into the Faculty of Medicine’s MD
Program - James Andrew, Faculty of Medicine, University of British Columbia

Power point attached (See Appendix “I”). Mr. Andrews began by explaining his role at UBC and
the setting for the program. He provided an overview of the Aboriginal Admissions,
Preadmissions, and Retention Programs as well as the Admissions process, the current
enrolment. He went into detail describing the Pre-Admissions Program and the various
activities. Mr. Andrews acknowledged several departments who contribute to the success of the
program as well as agencies who provide funding.

Native ACCESS Program to Nursing and Medicine - Val Pelletier, University of

Ms. Pelletier acknowledged Peter Nunoda for the invitation to the Gathering and thanked May
Toulouse and Larry Sanders for their support. She proceeded with her presentation on power
point (See Appendix “J”). Ms. Pelletier mentioned that the term ‘native’ but has been around for
a long time so it has been maintained in their program. Her presentation consisted of the
background – then and now, mission statement, and a long term vision. A variety of promotion
and recruitment activities were undertaken in the program. She discussed the categories for
admission to the Nursing program, to Medicine and into Transition programs.

Ms. Pelletier introduced her colleague, Trudy Unger, who explained the pre-health science
program and other pre-health science initiatives. She also elaborated on the various student
support activities. Her slides also included current demographic statistics along with statistics in
nursing, medicine, dentistry; Aboriginal graduates at the U of Saskatchewan. In terms of the
Capacity Building Initiatives – Ms. Unger talked about 2 day culture camp at Muskoday Summer
Program, and noted that the curriculum is built with community and the Elders.

Another colleague at the U of S, Bev McBeth discussed implications of ‘going green’; going
paperless – providing an orientation for students’ programs using ‘Facebook. Other research
activities included: 5 yr relationship with Standing Buffalo; working with youth – photo voice
project; and use of technology using PDAs to start path in next few yrs. A laddering project was
established by SAHO – for students not ready for academics are encouraged to enter before
going to a degree program.. She spoke about a pre-professions high school club between
College of Medicine and Nursing intended to introduce students to health professions - ‘They get
to choose which orientation they want”

University of Western Ontario: Vivian Peters, Coordinator, Indigenous Services

Ms. Peters thanked the hosts. She wanted to provide her presentation with a DVD but audio
was not available at the time; arrangements were made the next day to play the DVD during
lunch. Ms. Peters thanked Dr. Nunoda for bringing her to the Gathering and indicated how they
had exchanged information which allowed them to develop their program. She discussed how
the UWO put together a pre-enrichment program. As well, she explained that a co-ed residential
summer camp is held over 4 days which exposes students to the environment. Tutorials are
available. Third year for the University doing Science Camp which is taking in 35 students this

year; last year they had 50 students. Six professors will teach natural sciences and elders will
be available. Events include annual track and field day in partnership with varsity athletes who
have shown interest to youngsters, co-ed basketball and volleyball tournaments. The Program
hosts tours to demonstrate that they are doing stepping stones that others can use and can build


DAY 2 – WEDNESDAY, MAY 14, 2008

9:00 am    Opening Prayer - Elder Flora Zaharia

9:10 am    The Chair gave a re-cap of events the previous day


Dr. Nunoda introduced the student panel. He noted that Aboriginal health education was
recently established at the University of Manitoba as a support in Medical Rehabilitation,
Pharmacy, and other Sciences.

Dr. Sherri McKinstry, Dentist: Good morning. Showed up thinking I didn’t have to speak. I
am a dentist with 4 children. I have spent 3 years in northern communities and commute back
and forth. I was actually a high school dropout; I went to school at 16 when I had my first son. I
also did courses by correspondence. To this day, don’t have my high school diploma. I went to
ACCESS as a mature student in Faculty of Arts. I completed B.Sc. in 2001; in 2005 I became a
Dr. in Dental Medicine. My oldest son is graduating from high school.

Danielle Gamache, Year 1 Physical Therapy: I graduated from high school in 2003, applied to
ACCESS; moved away from home. I received orientation at ACCESS and met others in same
situation. They have been in similar situation and striving to reach goals. Through seminars I
attended, I decided on physiotherapy. I graduated with a BSc. Degree. What would I have done
without ACCESS? I would have hit a lot of roadblocks. To access a Student Loan, got help
from Tannyce. Supports at ACCESS are invaluable and essential for students to succeed.
Tutoring and personal counseling are available; CAHE is also available where we can use
computers. Without the program, I would have had a lot of problems. That’s my story.

Peter suggested fielding questions for the panelists.

May Toulouse: What other supports would assist you?

Danielle Gamache: I receive funding from my Band; my husband worked while I was in studies;
my children went to school. My husband eventually quit work and stayed home. I received a
loan and had not heard about NAAF (National Aboriginal Achievement Foundation).

Dr. Sherri McKinstry: Conceded that she would not have succeeded without ACCESS.
Seeing people in similar conditions made it easier - having all advisors to help in setting up
structure as to what I needed. Psychological support was also available.

Dr. Courtney Leary: ACCESS program provided sense of community. Norway House is
smaller compared to a population of 30,000 at U of M where you don’t know anyone. Aboriginal
Student Centre is very helpful; other students came from same situation. Helps to know that
help is there if you need; there is always someone to talk to give academic and financial advice.
If you are in a large setting, you don’t know who to go to. At ACCESS, they really care; if you’re
not doing well, they ask ‘how can we get past this’. That was my under-grad experience. In
medicine, it was lonely; I was the only person that self-identified. Coming from a supportive
group at Ft. Garry campus was different. For other students in Medicine and Dentistry; they
really try and build a bridge – again giving a sense of community.

Nicole Agnew, student in Medicine: I was also an employee where I tutored in my under-grad
– they paid well. I completed my under graduate studies. Even though I was not with ACCESS, I
self-identified. As a mature student, I didn’t fit well. It was scary for a while; at the end of my
first year, it was nice to have someone to talk to. My family asked me, “what are you doing?”
With the group, I’m told I am great, what can we do for you? I get hugs, smiles, talks; recently
working with student in 1st year. The connection is amazing. With Centre and Elder in
residence, we smudge. For a moment, we are just people. Some of us have rougher pasts that
others; but we are able to get past to see what we are doing and why we are there. I am very

Comment (Dalhousie University rep): I never met Aboriginal women who have gone into
medicine. Can you share how you managed to juggle community, family, parents, children and
be so successful? How did you find a balance?

Nicole Agnew: Not sure if I have been able to. Struggle with children at home, read stories;
like anything else in life for anyone.

Dr. Courtney Leary: For me, what I felt is that my family is always there for me. I found that
nobody wants to deal with big problems. I never expect to work on the ward and hear patients
say “you’re doing a good job”.

Danielle Gamache: My family keeps me grounded, keeps my goals in line. Always knew I
wanted to grow up to identify with everyone. My community and my family gave me values and
pointed me in the right direction. I want to be able to help.

Dr. Sherri McKinstry: How did we balance? When I had my son, I started back to school.
For me, there never was a balance, always did best I could do. Always tried to figure out what
was most important to me which was my children, my husband, then family. Still have a lot of
alcohol in my family, so I distanced myself from them. I have 7 brothers and sisters; currently 2
siblings are working with me. A sister is assisting me and another dentist. I realized how many
people I have influenced and are closely related to me. Brother is applying to ACCESS, hoping
to get in to Medicine; my sister is hoping to go to Dentistry; another sister wants to go Medicine,
another in dental hygiene. My oldest son is going to ACCESS into engineering. My daughter in
interested in Optometry, my third is undecided. The biggest thing I had to make is sacrifices –
keep in mind, you have to choose your goal and don’t sway from it. I applied in final year and
received a bursary.

L. Sanders:       Commended panelists. What about students who may not self-identify.
Publications note large number of people who do not – what is your perception of people who do
not self-identify and have trouble accessing these types of programs.

Dr. Courtney Leary: If you don’t self-identify, that is fine, that if you don’t self-identify for a
purpose. I am not just an Aboriginal person when I need help. I was asked question, “Are you
on panel because you’re Aboriginal?” You have to be proud of who you are, to put yourself out
there. It depends on your comfort level and if you didn’t have extended connection with others.
For example, you don’t have to go to Arviat just because you’re Aboriginal. I would just
encourage you to be part of that community.

Nicole Agnew: I agree with Courtney. It is difficult to deal with self-identification even though
you get a bursary scholarship. You bond with community members and someone else doesn’t.
Almost feel like they’re exploiting. With Aboriginal health issues, the way it is dealt with in
Manitoba is insulting. Asian students ask “why do we have to know about Aboriginal people”.
When I asked what the purpose in going to Portage is, I was told “have fun with all the Indians
there?” At end of surgery, I was asked ‘what’s your background, Nicole.’ To self-identify can be
difficult, but I feel I have to do it.

Dr. Sherri McKinstry: I have been to many conferences; no one ever said it like Nicole. Agree
in Dentistry, another student didn’t tell anyone she was Métis. She didn’t use it to get bursaries.
With respect to self-identity in dentistry, it is very low. Another person said she was Métis but
she was unaware of the culture.

Danielle Gamache: shared similar; special circumstance. Not appropriate if you say you’re
aboriginal if you’re going into Medicine.

Lorraine McLeod, AMC: I believe with cultural competency, you have to say who you are.
What recommendations would you have for other ACCESS program supports that students

Response: Talk to students in grades 5, 6, 7 and 8 and begin planting the seeds. You have to
get your population out of the community and show them what’s there and give them the
support. Number one issue is recruiting.

June Montour, MFNERC: We are trying to get students in health. What helped you decide to
go into a health career?

Response (Sherri): Poverty - I contemplated what can I do to make my life better. Experiencing
poverty, watching TV and seeing a better lifestyle is what helped me when I was younger.

Danielle Gamache: Priority was to go into a health career; to build a better lifestyle.

Dr. Courtney Leary: In Norway House, there was nothing there. I decided when I was 12, I
wanted to get out. No one said why don’t you do this? Norway House has social workers now.
All you need is that one person who did it - to showcase what they have done. People ask why
are you stopping at nursing. I think the role model and mentorship is the biggest thing in
northern communities.

Nicole Agnew: I went to city at the age of 8. I probably knew I was going to be a doctor when a
train hit a cow, I couldn’t wait to poke it with a stick. There was alcohol in my family; my Mom is
a nurse. After I had my son, wanted to be different; I am the only one with a degree. My family
helps me out but they ask me ‘why do you want to do this?’ I decided I wanted to do this – some
where inside me was anger. I went back to school at 27.

Chair: Wow, young women have shared their whole life experiences and that’s a common
theme. There needs to be more and stronger supports. They have shown you can be and do
what ever you set yourself to do.

He presented the each of the panel speakers with a watch, compliments of Manitoba First
Nations Education Resource Centre (MFNERC).

Health Break


Dr. Nunoda asked each person in the audience to designate themselves into A, B, C, D for the
purpose of breaking into 4 small groups. He asked the groups to go through the typology he
discussed the previous day. The groups would rotate and move to the next breakout giving
everyone the opportunity to address the four common themes of practice identified in the Best
Practices Framework.

Appreciation is extended to Wayne Mason, MFNERC who agreed to assist as a member of the
AHHRI/ACCESS Gathering Planning Committee and arranged for MFNERC staff members to
facilitate the break out sessions as follows:

A.   Pre-University Enrichment Program – Derek Fontaine, Policy Analyst
B.   Transition and Preparatory Programs – Myra Laramee, Curriculum Writer
C.   Undergraduate Support Programs – June Montour, Instructor
D.   Professional Health Support Programs – Virginia Thomas, Instructor

The break out sessions continued after Lunch. Everyone was asked to return to the main


Following the breakout sessions, Dr. Nunoda provided the results of the group discussions
on the Pre-University Enrichment Programs and Professional Health Support Programs. June
Montour presented the results for the Undergraduate Enrichment Programs and Virginia Thomas
presented results from the Professional Health Support Programs. See Appendix “C” to “F”.
The notes from the breakout sessions are also posted on the AMC website at and    MFNERC      website                       at


The Chair Robert Maytwayashing provided a brief re-cap of the last two days. He asked
everyone to complete their evaluation form. He thanked everyone for participating and also
informed everyone that the Summary Report and the presentations would be posted on the
AMC and MFNERC websites. He also noted the Report on the HRSDC Best Practices
Framework will be made available.

The closing prayer was provided by Elder Flora Zaharia followed by a closing song by the White
Horse Singers.


                                      Evaluation Summary
    Did not attend        1 - Very Poor      2 - Poor        3 - Fair   4 - Good   5 - Very Good

Please rate your overall satisfaction with the sessions on Tuesday, May 13:

Keynote Address
                                                                         Mean        Mean
    Indians into Medicine (INMED) Program                               Rating       Rating
                              (n=23)                                    (Topic)    (Speakers)

             Presenters: Eugene Delorme, J.D.                             4.8           4.7
                University of North Dakota
                                                                         Mean         Mean
        HRSDC Best Practices Framework                                  Rating        Rating
                              (n=23)                                    (Topic)     (Speaker)

                 Presenter: Dr. Peter Nunoda                              4.3           4.3
                    University of Manitoba

          Health Break and Information Booths
                                                                         (Yes)         (No)

Was this a useful way to share information?                               16             7
Was this a useful way to network with others?                             12             7
Other suggestions to share information and network for
-Rotate Provinces to share best practices from different provinces
-I like the crafts
-at the start have a circle – introduce one another –so we know who
we are
-set up general information booth for any organizations/ institutions
to place brochures/ pamphlets, etc.
- no booths
-if there were booths I could not find them
-preliminary email of info in info booths?
-more booths & info from other programs
-not at nutrition break & there were no info booths
-nice to se the jewellery & traditional items tables
-no time due to late start
- didn’t work – maybe a specific session for each region to present
to everyone

 Partnership & Sustainability in First Nation            Mean       Mean
             Health Education                           Rating      Rating
                                                        (Topic)   (Speaker)

AHHRI National Overview – Maureen Sweeny,                 3.9        3.8

AFN Education Directorate – Peter Garrow, AFN             4.2        4.3

MB First Nations Post-Secondary Education                 4.1        4.0
 - Shirley Fontaine, AMC

“Indigenous Physicians in Canada”(IPAC) –                Mean       Mean
  “Association of Faculties of Medicine of              Rating      Rating
                                                        (Topic)   (Speaker)
             Canada” (AFMC)

             Presenter: Dr. Barry Lavallee                4.5        4.4

                                                         Mean       Mean
 Regional AHHRI Project Panel: “ Promising              Rating      Rating
 Practices in First Nation Health Education”            (Topic)   (Speaker)

Teri-Lynn Fox, Lethbridge, Alberta                        4.3        4
Larry Flett, St. Theresa Point First Nation, Manitoba     4.6        4.4
Wayne Heide, Office of Rural & Northern Health,
Manitoba                                                  3.9        4.0

Regional ACCESS Project Panel:“ Promising                           Mean             Mean
Practices in First Nation Health Education”                        Rating            Rating
                                                                   (Topic)         (Speaker)

James Andrew, University of British Columbia, BC                      4.5              4.6
Val Pelletier, University of Saskatchewan, SK                         4.5              4.6
Vivian Peters, University of Waterloo, ONT                            4.3              4.4

-Where are the Elders”? – where is the culture? – Why is AHHRI funding this?
-Why the expectations that there are deficits?
-Does Pukatawagan have a grade 11 or 12 program or are these students who have been in
The Pas, Brandon, Winnipeg for grade 11 or 12?
-I saw nothing that said this was Aboriginal except that the participants were Aboriginal, most
people in First Nations community are related to everyone – letter of recommendation from
someone who is non-family member! – “mainstream idea of nuclear family”, these are
European based beliefs!
-“Cherry picking kids”? – what did he mean? Going out to communities to promote might have
been effective – you are getting people who can access info – some places may not have
internet access

Please rate your overall satisfaction with the sessions on Wednesday, May 14:

First Nations Health Careers Student Panel:                         Mean             Mean
“Perspectives in Health Care Education                             Rating            Rating
                                                                   (Topic)         (Speaker)
Access & Support”
Courtney Leary, MED                                                   4.4              4.8
Nicole Agnew, MED                                                     4.4              4.9
Danielle Gamache, SMR                                                 4.4              4.8
Dr. Sherri McKinstry (TBC)                                            4.4              4.9

 -this was awesome
 -inspiring! Awesome!! Proud of you’s!!
 -students need more time, perhaps organize around their presentations?
 -speakers should have had specific questions sent to them in advance

                                                                    Mean       Mean
 Breakout Sessions: First Nation Post-                             Rating      Rating
 Secondary Health Education                                        (Topic)   (Speaker)
 Pre-University Session                                               4.2       3.7
 Transition programs Session                                          4.4       3.7
 Undergraduate Studies Session                                        4.4       3.5
 Professional Health Support Programs Session                         4.3       3.8
 Establishing Priorities/ Main Points from Groups                     4.2       3.4
 (n=14 )
 Presentation from Groups                                             4.6        4

 -good sessions, needed a little more differentiation between some topics!
 -need more time
 -did not cover last two topics
 -this did not pan out

                        Next Steps:                                 Mean       Mean
                                                                   Rating      Rating
                                                                   (Topic)   (Speakers)
                     Recap of 2 days
             Presenter: Robert Maytwayashing                          4.2       4.7
                                                                    Mean       Mean
                Follow-up & Reporting                              Rating      Rating
                                                                   (Topic)   (Speaker)

             Presenter: Robert Maytwayashing                          4.1       4.6

Was effective in achieving its objectives of this Gathering?
        [ 23 ] Yes            [ ] No

Informed you about knowledge of best practice and best models from across Canada?
      [ 23 ] Yes         [ 1 ] No

Was informative about building partnerships and networks through connections with
ACCESS Programs and AHHRI projects.
      [ 23 ] Yes          [ ] No

-breakout sessions & directions a bit unclear
-thank you for putting together an amazing event
-excellent!!! People came and attended this gathering to share their knowledge & experience
-more examples of actual AHHRI Project, also some learning on what types of Projects can be
funded by AHHRI & tips on writing up a successful proposal
-amazing event! Thank you for inviting me-I gained a lot and feel this information has charged
my battery to move forward to help our First Nations/ Inuit/ Metis learners!
-we need more time for groups-we need more time to learn from each other
-we need to evaluate our programs before we can establish Best Practises

Did you enjoy this event?
      [ 24 ] Yes          [ ] No

-but very tiring
-absolutely-learned so much from so many
-a very enjoyable gathering, very interesting and I received great teachings from the different
parts of Canada
-I really did enjoy this event-meeting people, hearing stories, opportunities to buy crafts and be
immersed in this conference
-well organized – great topics – great people! Just need more time
-a great bunch of people, willing to share & learn
-was extremely long, could maybe organize topics so they don’t overlap as the same over &
over, present uniqueness?
-people are honest
-some events should be done on the land
-feels good to know we are not working in isolation and common goals are apparent
-impressed by the skill of the Chair, was able to keep event on track/time
-I really enjoyed the student panel in sharing their experiences as students in ACCESS program
-the information & connecting was very helpful

Did you find this event of value?
      [ 24 ] Yes            [ ] No

-extremely valuable it was so nice to meet the people from BC, ONT, Yukon, everywhere, wow
-so many ideas & things being done for our people! It gives me direction and networking
opportunities to go back and implement change!

-I feel more inspired to create change & work with other. I don’t feel so alone
-great, learned a lot, networking opportunities
-I hope to get copies of all the presentations. Others need to know
-brings a lot of networking of what’s going on in FN communities to enhance
-I look forward to receiving the proceedings document along with all of the power point
presentations (please)
-I found the breakout sessions of value

Would you attend another event like this, hosted by AMC?
      [ 24 ] Yes         [ ] No

-National Gathering should be held again but in another region of the country
-well planned
-for sure, excellent
-I find true value n opportunities to hear information and share information with people from
across Canada
-but there should be more Inuit representation-not just First Nations based as AHHRI is both
First Nations and Inuit

What could we have done differently?

-make day 1 shorter-stick with timeslots or speakers. Day 1 was very long
-we need to establish supports for each other, all doing this work – bios of participants or at
least presenters – it would be nice to have a sharing circle with the elder – the video/DVD was
awesome! We know what needs to be done, first get more money from INAC for PSE support! I
give my permission to use my email on the website for directors –
-it would have been nice to have a social event outside of the conference – Thank you Dr. P.
Nunoda for supper!
- Thank you for the drum and for our Elder! So important to include those two very vital parts
into our event!
-everyone should have met before this event, AMC, MFNERC, Facilitators, AMC organizers,
everyone, would flowed easily and productively
-the last part – reporting each group was messed up a bit. The original was not followed – break
up sessions are always difficult – the reporting could have been better done with flip charts to
see if reporter’s voice doesn’t carry well
-even posting the flip chart sheets around the room would have helped provide information
-more employer partners – Aboriginal Human Resources
-not as long – to much sitting on May 13/08 – 9am-4:30pm with minimal breaks, to long
-suggest the planning committee for these events give more time. Sitting (basically) from 9am-
4:30pm is too long – staff from AMC was wonderful!!!
-maybe more representation from Manitoba
-provide an evening venue – city guide
-the facilitators (some) could have been better prepared to facilitate the specific topic that we
were addressing in the break out groups
-very good conference – the concept is a great idea. This information should be shared with
colleges & universities who don’t have these kinds of programs. Next conference should include

other PSIs’ to raise awareness of the success of your programs. The conference organizers
should be congratulated for raising awareness of the wonderful work being done.
-more student and youth involvement
-have display booths on AHHRI projects rather than presentations, therefore allowing
participants more opportunity to interact with project presenters, ie, Gallery walk of AHHRI
projects from across Canada. Presentations were good but all crammed into first day
-just keep up the great work & communicate & share best practicing practices
-the break out sessions questions ended up seeming very similar so was challenging to be
-difficult to keep energy for 2 days, might want to end 2nd day with lunch
-ensure higher attendance from Regional partners across the country

Please rate your satisfaction with the venue for this event (Radisson Hotel):

                         RADISSON HOTEL                                             RATING
                          Front Desk Service                                          3.9
                          Banquets/Catering                                           4.3
                   Guest Rooms/Accommodations                                         4.1
                     Meeting Space (y Sessions)                                       4.3
                 Meeting Space (Concurrent Sessions)                                  4.4

 -checked in on the 12th @5:30pm did not get informed of services (ie. Phone deposit/ internet
 cable) nor of hotel facilities. She did not converse with me or even look up at me. Later, when I
 found out that I was to put a cash deposit to use the phone, as I waited for the front desk clerk I
 over heard the same desk clerk informing a non-Aboriginal male of facilities/ services, and with
 a big smile!
 -meeting rooms to cold

              Thank you for taking the time to complete this evaluation!


                        Aboriginal Health Human Resource Initiative /
                                 Access Programs Gathering
                                                   MAY 13 & 14, 2008
                                          PARTICIPANTS LISTING
        NAME                   ORGANIZATION                      EMAIL ADDRESS               FAX NUMBER     PHONE NUMBER
Flora Zaharia                   Elder - AMC             
Maytwayashing                      Chair                                    204-768-2832
Eugene Delorme          University of North Dakota                          701-777-3037
James Andrew                       UBC                          604-822-6001      604-822-3236
Terri-Lynn Fox           University of Lethbridge                    403-329-2668      403-332-4579
Val Arnault-Pelletier            U of SK                   306-966-6703      306-966-6224
Trudy Unger                      U of SK                       306-966-6703      306-966-6252
Dr. Stanley Vollant,
Director                       U of Ottawa             
Bev McBeth                NAPIX/M - U of Sask.                   306-798-0809      306-798-4007
Ian Pelltier             North ON School of Med               705-675-4858      705-662-7297
Vivian Peters             U of Western Ontario                                        519-661-4095
Marsha Roote'skye         U of Western Ontario                       519-661-3357      519-661-4095
Linda Staats, CEO        Six Nations Polytechnic         519 445-0023
Ellen Bubar               U of New Brunswick                        506-457-4060      506-458-2933
Chasity Meuse           Nova Scotia Community College          902-893-6601      902-896-3554
Lindsay Marshall         Cape Breton University     
Patty Doyle-Bedwill       Dalhousie University                       902-494-2135      902-494-8810
Hellen Gladue            Confederacy of Treaty 6                                  780-944-0334
AHHRI Projects
Teresa Sidney             Council of Yukon FNs               867-668-6577      867-393-2417

Glen Buchko                 MKIO - Thompson                                      204-679-1037
Jennie Wastesicoot          MKIO - Thompson                                      204-677-1600
Fjola Hart-
Wasekeesikaw                      MKIO                                             204-832-3441
Thelma Meade                Elder - Winnipeg
Peter Garrow                AFN - Montreal                          615-241-5808      615-241-6789
Jennifer Flanagan                ACTUA             
Colleen Wirth                Yukon College                867-668-8723      867-668-8721
Larry Flett             Manager, St. Theresa Point                    204-462-9136      204-462-9588
Curtis McDougall        STP FN Employ.&Training                   204-462-9136      204-462-9588
Laverne Arcand           Yellowhead Tribal Council - AB
        NAME                   ORGANIZATION                      EMAIL ADDRESS               FAX NUMBER     PHONE NUMBER
Dr. Barry Lavallee
Sandra Relling              FNIH AB Region                                 780-495-7877
                          Nunatsiavut Govt. Proj.
Gillian Michelin                 Coord.            709-896-9751      709-896-9750
                           FN's Chiefs Health
Tricia Osterberg               Committee              

Margo Sitting Eagle    Treaty 7 Mgmt Corporation
Janice Chalifoux          Treaty 8 FN of Alberta                               780-444-9366
Orlena Scott           Pinaymootang First Nation                                         204-659-4372      204-659-2676
Christine Pierre          University of Manitoba                        204-474-5922
Kevin Ryan                FNIH - Atlantic Region          902-426-8675      902-426-2135
Pamela Burton                      COO              
Miriam Johnston                AHHRI - ON           905-737-5846      905-737-5846
Samir Hammi                  AHHRI - Quebec             514-283-8067      514-283-1929
Larry Sanders                  AHHRI - SK                               306-780-8683
Steve Rothfuchs         AHHRI - ON (N. Region)
                       Aboriginal Affairs
Brenda Fleet           Directorate, HRSDC        819-994-3297      819-953-1812
                       Aboriginal Affairs
Brian Pelletier        Directorate, HRSDC     819-994-3297      819-953-7575
Kim Browning                      COPSE                  204-945-1841      204-945-0746
Josh Watt                         COPSE                     204-945-1841      204-945-8597
Betty Ann Scott                   HHRS         
Joanne Stevenson                  HHRS            
Lorraine McLeod                   HHRS                                 204-987-4591
                           Aboriginal Education
Susy Komishin                   Directorate                               204-945-4653
Yasman Hosain                     HHRS        
Wayne Mason                       HHRS                        204-942-2490      204-975-1145
Derek Courchene                  MFNERC                       204-942-2490      204-940-7020
Virginia Thomas                  MFNERC                                 204-336-7069
June Montour                     MFNERC                                          204-940-7022
Myra Laramee                     MFNERC                                                                    204-940-7020
Wendy Johnson             VP Bell & Bernard Ltd
Jeanine Lynxleg             FNIH - MB Region 
Dr. Catherine Cook            U of M/ WRHA                     204-926-8008      204-926-8099
Angela Bye                        WRHA                                            204-926-7108
Dr. Sherri McKinstry              Dentist                                  204-282-4031
Ron Fidler             NOR-MAN/ Otineka Health                         204-627-7025
                        Office of Rural & Northern
Wayne Heide                       Health                      204-622-6211       204-6226212
Annette Alix-Roussin               CAHE                                   204-480-1380
                         Assiniboine Community                                                          204-725-8700 ext.
Karen Hargreaves                  College                                        6789
                         Assiniboine Community
Diane Shamray                     College                                 204-725-8700
Jamie Richard               Red River College      
Dr. Crooks               Dean of Nursing, U of M
                       Aboriginal Focus Programs
Rainey Gaywish                    U of M                              204-982-4226
Dr. Peter Nunoda             University of MB 
Darrin Stevenson            FNIH - MB Region 
Lora Sanderson                     AMC            204-942-0253      204-987-4109
Shirley Fontaine                 AMC                                 m                                     204-956-0610
Maureen Sweeny                 FNIHB/HC                               613-941-4024
May Toulouse                   FNIHB/HC                                  613-954-5963

David Keast       Portage College - AB
Bruce Wallace      Olds College - AB
Leo Jacobs        Keyano College - AB
Janette Thomas           AMC
Jack Clarke              AMC
Della Mason              AMC
Leann Gillis             AMC
Carla Cochrane           AMC
Sandra Ducharme          AMC


WEDNESDAY, MAY 14, 2008– DAY 2

A. PRE-UNIVERSITY ENRICHMENT PROGRAMS - How do we support a student
academically, socially, culturally, and financially?

Need to be able to make informed decisions by high school students:
   • Mentorships: Regina - Invites grade 10 to 12 students and then invites people to provide
        information about their careers, then provide opportunity for students to mentor with these
   • Informed decisions for students about supports available; information, scholarships and bursaries,
        childcare, tutoring,
   • Information sessions outlining supports available
   • Bursaries and student loan support : New Brunswick: not allowed to help students fill in student
        loan application forms because they are worried students do not realize they have to pay this
        money back.
   • Holistic health curriculums tying traditional medicines to help re-instill the concept of caring for
        each other ( health warriors)

Transition from traditional community setting to school, ie trap line to classrooms, provide lists of tutors,
community supports available on campus and in the community

Most schools do not have science labs or appropriate math skills and other levels; there needs to be
support to upgrade to appropriate prerequisite levels number of students applying for support outnumbers
spots available.

First Nation students are not encouraged to take college prep courses.
70 to 80 kids start by end of nominal roll - only 20 are still attending for varied reasons

Summer school to offer science and math upgrades.

Need role models to speak to them to enforce the need of math and science skills possibly by video
conferencing; better to use local role models as people relate to them better

Community education for parents identifying the need for science and math skills
   • If the teachers that are currently in the community can’t provide the necessary levels of science
     and math what are solutions – video conferencing, summer school access to labs
   • Need to identify the connection of science and math in the traditional lifestyles of the community

Camp Paskapkiibii: Provides opportunity to tour school, college or university for students and parents in a
summer school camp

Resource manuals showing local role models
Prerequisites to get into university or college in the different careers
Health career fairs for ages K to 12
Health pavilion featuring different local people in health career jobs
The participants are given a journal - they are to ask the people different questions about their careers, get
books stamped; possible prizes or other incentives

How do we find a way to create a network of best practices/success stories of health careers?
Evaluation and summary
Student surveys to the source

   • Invite grade 10 to 12 students, invite people to provide information about their careers, then
        provide opportunity for students to mentor with these professionals... through Facebook and blogs
   • Informed decisions for students, information, scholarships and bursaries, childcare, tutoring,

New Brunswick:
   • is not allowed to help students fill in student loan application forms because they are worried
      students do not realize they have to pay this money back.

Group “D” A-2
Pre-university Enrichment Programs
        Career trek (grade 5, 6 and 7) use the model for First Nation communities
        Skownan had 20 students participate with Health Science centre
        Medical Quest - 1 week program for grades 9 to 12 partner with hospitals
        Part of curriculum to expose young children to career opportunities coloring books, etc….maybe
        through head start program
        What do you want to in program? Students are asking their parents what they wanted to be; what
        stopped them? Asking how will they support me when I run into these barriers.
        Engage with existing programs
        Find the champions, like Dr Amara
        Use northern RHA’s to engage students more
        Use the existing role model programs
        Programs need to reach the communities, to go to communities
        Lobbying with existing programs to work with First Nation communities and kids
        Programs that will entice both male and female participants, paramedics, nursing or any of the
        health professions
        If INAC is not providing proper funding and or facilities to be able to access proper science, math
        or health skills etc… how can we create these programs to support them at the university school or
        college level if they aren’t getting to that level in the first place.
        Needs to be emphasis and supports at the First Nation level from federal and provincial
        Science fairs
        Money should be put into investing in life skills coaches or tutors not just mass conferences of
        career fairs etc to help make transition for community to university
        What about the students who can’t even dream about what they would like to become
        targeting youth who don’t have supports such as family, finance
        peer to peer support
        identify existing role models
        utilize existing parental programs to promote/teach
        find the “willing people” to help be role models
        Use existing programs like: MAYCAC can support students starting at age 15, nursing leadership
        council, medical internship programs such as pan am clinic and children of the earth schools help
        create curriculum and take grade nine students to work in their clinic

Group “C” A3

Breakfast program, before and after school program this helps teach the youth about proper nutrition for
all ages K to 12
Offer opportunities for females or students to investigate the possibility of taking a trades-based training
by visiting the colleges or technical schools when they are in high school, camp style learning.
A middle school year program for exposure to health careers orientation to science (hands on) college
Promote awareness of the range of health careers available that may not require university
  - create awareness of the need for strong math and science, making sure the curriculum supports the
       opportunity to pursue post secondary training.

Involvement of Family/community helps success:
  • Lifeskills support, independent living skills
  • Need personal supports, friends or family to encourage you
  • Healthy living supports with extra curriculum activities for general overall health
  • Mentoring programs/role modeling
  • Website information designed to attract youth interaction, facebook etc…
  • Kid zone, user friendly, contact info ace
  • Guide outlining how to obtain a career in health
  • Guidance councillors, teachers, elders to provide encouragement and extra supports or information
      about health careers and how it fits in their traditional lifestyles

Resources need to be available to support any of the above noted initiatives/programs or efforts.
Resources must be made available to support skilled teachers of science and math you need adequate
funding to support this. Science and math teachers are a bit more costly to secure and science labs in First
Nations are almost none existent.
  - start a mentorship with health science centre for the students to start in grade 9 and take it through to
      grade 12 to help them start in the direction of a career in health.
  - Helps youth realize relevance of certain subjects studied in school…getting credit

When faced with surviving the day or planning for the future, the reality is you will probably focus on
surviving the day. Home /health needs to be taken care of first; you need a strong foundation to build


    •   Consistency from existing institutions promoting health careers
    •   Between communities and university themselves, summer science camps
    •   Enforcing the relevance of math and science toward health careers
    •   YHCAP federal program

NAAF – national aboriginal achievement foundation – tool kit for facilitators
     • Send people into the community to promote health careers
     • Scholarship/bursaries programs
     • Mentorships
In the Atlantic region, the priority of the communities is health and housing issues, as well as, education of
whole families.

The communities need to focus on the fact that education needs to be a priority.

The reality is the family needs to be able to take care of day to day needs to be able to relax and then focus
on making getting an education as a priority.

Continued support for programs such as the Head Start are needed to help families/ students succeed.

2 sets of values: reality of day to day survival versus having a health family

Opportunities need to be provided at a younger age to students ie science fairs and other things can be
brought to the kids at middle school level not wait until high school

Use community people/ role models to host summer science camps to promote interest in health careers.

Other programming is now available to help assist students financially there is access to education dollars
for people working

Need a main base of national support services for students pursuing health careers

Tap into existing aboriginal networks
Looking outside jurisdiction for additional partnerships


B. TRANSITIONS & PREPARATORY PROGRAMS - How do we support a student
academically, socially, culturally, and financially?

Facilitator: Myra Laramee

Group 1
Academically: A student coming to the university and going to university are very different
    • The support should start right from the community – experience learning
    • Recruiting volunteers
    • Set up mentor programs
    • Working closely with the children & university
    • Encourage students to recognize their gifts i.e. writing
    • Referring student to where they need to go some student may want to go to community
       college we help them making that decision
    • Work with band to make sure they support them
    • The apply, the interview, acceptance or not we work with them with that
    • Identify their weaknesses and work with them
    • Philosophy: the children will succeed
    • Flexibility, curriculum, family support, socially, personally, counseling - things need to be
       done for the students not the teachers
    • Cultural identification
    • Openness and willingness
    • Student focus – not teacher focus
    • Working with the specific skills of the chosen field, math, science etc. through mentorship
    • Having the opportunity to accumulate credits through community mentorship
    • Bringing in former students – as guests speakers
    • Celebrations often, Feasts
    • Elder Programs focusing on cultural, support and understanding
    • Career Awareness has to start at Nursery School level
    • They need to be aware of the financial support out there
    • Living allowances
    • Negotiators for financial support
    • Faculty needs to be informed so they may inform the students

student academically, socially, culturally, and financially?

Group 2
   • There must be continuity
   • Consistency and indicated
   • Awareness they need to know the program is there and available
   • Information as a right

   •  Info of calendar and deadlines – Universities
   •  Daycare(s) on site
   •  Housing near by
   •  Transportation guidance i.e. bus routes
   •  Basic needs met as a right to learning i.e. food
   •  Traditional lunches
   •  Having First Nations Representation – a voice
   •  Tutoring support
   •  Skill level development
   •  Equity building
   •  Faculty awareness –Prevention - loss of focus, absences
   •  Counseling and Mentoring
   •  Peer support systems
   •  Every human needs to know their presence is
   •  Who am I as a learner – breaking the mold of “I can’t”
   •  Current funding systems provide tuitions and moving costs – but people coming from
      family circumstances need Living allowances
   • Flexibility
   • Cultural immersion who they are, where they come from and where they’re going
Group 3 - D
   • Focus on principles and not personalities
   • Being student centered
   • Having the right people working at the institutions there has to be willingness
   • Recognition of the skills and experience
   • PLAR (Prior Learning Assessment Recognition)
   • Raising awareness how do we get them to come
   • Developing partnerships
   • Early leavers, how to identify them
   • More marketing more awareness
   • Career laddering – credit recognition
   • Family support – how to engage parents and families
   • Help the students stay connected to their communities
          o ‘Let me be who I am & I will never forget where I come from’
   • Stop self-sabotaging behavior
   • Making sure students have access supports and information
   • Family Building
   • Having more support from the province and federal government financially
   • More awareness – having everyone take a piece of the ownership

student Academically, Socially, Culturally, and Financially?

From a systemic viewpoint or community viewpoint?

   •   Academically we have to figure out where they’re at in both levels; in partnership support
       at both community and program facilitators.
   •   Portfolio development from grade school
   •   Build a sense of community in classroom
   •   Building self-esteem
   •   Focusing on the individual
   •   Being family in the absence of family
   •   Dealing with the whole person, family and community
   •   Mentorship in city and community
   •   Cohort groups
   •   Having face to face contact with students regularly
   •   Is Curriculum relevant to what student is hoping to study
   •   Learners supporting learners
   •   Native students associations
   •   Native student advisors
   •   Elder advisors
   •   Creating a sense of community
   •   Organized Cultural events
   •   Organized Feasts


WEDNESDAY, MAY 14, 2008 - DAY 2
Common Themes of Better Practice: Breakout Session Questions

C. UNDERGRADUATE SUPPORT PROGRAMS - How do we support a student
Academically, Socially, Culturally, and Financially?

Group C
      Academic counseling regarding pre- requisitions. Looking at transcripts and find out what
      they are lacking and what they have.
      Introducing them to the fields- through role models, mentorship.
      Shadowing- to see if interest is within an area during first degree.
      Tutoring- sciences, math. (both one on one and group).

       Having centre or lounge, places not just connected to studying but for other reasons as
       well, i.e. Kitchen space as well.
       Opportunities to network with peers in the same field.
       Computer areas.
       Off-campus activities as well i.e. dinner, movies.
       Family activities i.e. bar-b-ques.
       Cultural events promote pride.

      Host feasts
      Invite elders from community.
      Opportunities to take part in ceremonies, i.e. sweats.
      Smudging (designated area).
      Open policy with building regulations re: use of fires, smudging, etc.
      Institutional recognition that cultures exist and respect use of cultural aspect, a policy
      directed towards this to ensure institution follows this.
      Opportunities for non-Aboriginals to take part in cultural events, to break down barriers.
      Include a cultural ceremony within the graduation aspect.

      Funding sources- how to access them. i.e. band, employment and training, education
      If band has no funding; awareness of previous supports.
      Plan for repayment schedules of student loans.
      Counselor, i.e. financial advisors.
      Bands need to acknowledge professional degrees.
      Provide awareness to FN bands regarding professional degrees.
      Institutions advocate for students to provide info about programs, progress.
      Bands aware of scholarships available to students.
      Scholarships requirements to be more accessible.

Group B -
      Specific advising and counseling supports (i.e. Aboriginal and elders).
      Upgrading Science and Math.
      Need advocates if have difficulties within institution. Also need someone to open the
      doors to Chairs and Deans, employment.
      Promote interest in Science programs.
      Full orientation program for students.
      Aboriginal workshop for interview process before they go in.
      Training in how to answer multiple choice questions.
      Cultural space on campus.
      Allowing Aboriginal students to work with other students, no cohort groups.

       Daycare, provide space, facility.
       Flexibility within broader university with problems and issues. I.e. need extensions, etc.
       Maintain contact, advocate, someone to help negotiate “maze”.
       On-campus advisor for FN and Aboriginal students.
       Institutions take some responsibility in helping direct FN and Aboriginal students know
       where to go for help, advice, etc.
       Liaise, advocate for students between band and institution.

       housing advocates

      Awareness of funding guidelines, policies of sponsoring agency.
      Awareness of EI benefits.
      Assumption that just because you’re status everything is paid for.
      Medical care- what is covered?
      Pressure on INAC with partnership with institutions to advocate uncapping that money.
      PSE= treaty right.
      Entrance scholarships.
      INAC cap prevents people from going onto medical degrees, etc.
      INAC going away from responsibility of PSE.

      Elders programming.
      Offer to all, everyone learns.
      Faculties need to be educated, it’s sensitizing staff.
      Elders handbook- how to utilize elders.
      Elders also have been re-introduced to cultural traditions, ways.
      Emphasis to staff the difference between elders- they are different in all areas.
       7 teachings.
      ESL supports.

Group A -
      connection with their instructors.
      Relationship building
      Student advisors within institution.
      Consistency with staff. I.e. Instructors.
      Beginning of year, provide library workshops, how to research.
      Utilize working instructors to provide support for essay writing.
      Aboriginal Centre to have computers, tools.
      How to deal with different types of questions and exam writing skills.
      Study groups
      Feed, clothe, transport for new students.

       Transferability of credits.
       Awareness that some of online training is not recognized.
       Institutions to have policies of prior learning.
       Student advisement.

       FFO= Free food opportunities.
       At gatherings, can do recognition of what they completed.
       Offer activities for friends and families, i.e. winter activity like skiing.
       Opportunities to connect back to home.
       Video-conferencing with community.
       Keep contact; provide support for student if they need to go home.
       Treatment- provides support awareness for addictions treatment.
       Open door policy- welcoming students and letting students know they care.

      send in traditional foods.
      Elders spend time with students to provide support, advice and knowledge.
      Offer culture 101, with seven teachings and values.
      Aboriginal awareness events for entire institution. i.e. elders panel, traditional food.
      Educate staff.
      Promote awareness.
      Personal development i.e. Assertiveness.
      Interpersonal development courses- “I” vs. “we”
      Aboriginal student support group.
      emergency bursary funds.
      Develop relationships with funders. i.e. access transition program.
      Awareness and guidelines of funders.
      Information to funders ie. identified seats for First Nations and Aboriginal students.
      Financial funding not enough for food, child care.
      Misconception that status students get everything paid for.
      Funding to continue over breaks. i.e. Christmas.
      With partnerships, do not think province is in place between governments. Jurisdictional
      More daycare for children under 2 years of age.
      Sick child care, have no supports to look after their children.
      Needed extended hours for childcare ie. Nursing with 12 hours. Even for after hour
      Computers, internet a necessity not a luxury.
      Length of time between studying and certification exams. Need time to study should still
      get financial support.
      Assist students with loan applications.
      Programs to First Nations communities.
      Financial management courses.

       Community kitchens.
       Meal planning, shopping.
       encouraging bulk shopping with peers.
       Student visas.

Group D -
       Tutors- partnering will all groups. The PSE would have knowledge of community and
       tutors best suited. Provincial, federal and institution to provide resources. Also in-kind
       support, i.e. staff, allocation of space.
       Employment- summer jobs, term jobs, lab jobs, practical work experience placements.
       Work experience related to what they are taking.
       AHHRI does not support tutoring at high school level, this should be provided.
       TA’s to re-teach material, faculties pay for it.
       Student councils provide tutoring as well.
       Having access to old exam files and papers. Skills can be taught this way.
       Writing support- essay writing skills.
       Role models to go back to community and assist upcoming students.
       Academic counselors and advisors.
       Assistance with study skills and organizational skills.
       Learning skills, workshops.
       Accessibility to disability supports.
       How to take multiple choice exams, questions.
       Stigma attached to tutors and other supports.
       Self care, hair, nails.
       Incentives like movie passes.
       Corporate supports- (private sector) for retention strategies.
       Computer access.
       Places for bargains to be listed.
       More flexibility on choice of programs outside home province.
       Activities for families. i.e. lunches.
       Communication with parents of young single students.
       Link with friendship centres.
       Programs with siblings- to get them involved, this will have influence on them.
       Presentations “back home” during breaks to do presentations, they are trained.

      RESPs for children in care.
      Guarantee for financial support for children in care.
      Train to apply for sponsorship and bursary applications.
      Debt aversion- scared to go into debt.
      Managing debt.

      Indigenous speaker series.
      Elder in residence
      Organize sweat lodge ceremonies for students.
      Cultural programming, i.e. Traditional, recognizing diversity of our group.
      Bringing them out to the community, bringing them to culture.
      Translation services.


WEDNESDAY, MAY 14, 2008 - DAY 2
Common Themes of Better Practice: Breakout Session Questions

a student Academically, Socially, Culturally, and Financially?

Group 1 - How do we support a student:
   - tutoring, especially in the first year programs
   - CAHE – needs baseline funding - needs more services to help the students succeed,
      tutoring is a proactive measure, will help sustain them
   - Assistance in navigating through the maze of financial supports available to them and
      how to access them
   - One program hired a summer student to put all the financial information together and how
      to access them and it is in a binder that all students can access
   - Social support – go to different programs and let the students know the support is there
      and where to go and who to see, how to access them
   - One program contacts all FN students who have self-identified and let them know what is
      available to them and where to go to access supports
   - Vivian Peters – our university asks for documentation on family background when they
      self-identify as Aboriginal – let them know what is available to them when they self-
      identify and get them familiar with who they are
   - Provide support to programs such as IPAC – they need to help the students to link to
      programs/associations that can assist them
   - Need to form partnerships to help the students all across the regions
   - Need to build relationships with communities as to what supports are out there for the
      students when they come to the institutions and how they can also be part of this
   - Cultural support – bringing in elders to the institutions, and also the communities- some
      have lived in communities that have no idea about the culture, or have not acknowledged
      the culture, also show them there are many other cultures as well
   - FN and Aboriginal communities have healing approaches that are different from others
   - Human Resource perspective – didn’t have employment experience in the health field and
      this was a barrier to get into the health programs – internship programs are very
      competitive and no one is guaranteed positions in the health field

   -   Cultural aspect – how do you work with students who come from a religious background
       and don’t want to know about the culture? – one program asked the students, who do they
       want to talk to? – need to teach about respect
   -   Having an elder present that the students can talk to or listen to conversations that may
       help them open up and learn to respect others
   -   Student need to feel safe and supportive

Group 2(C)
   - Tutoring, orientation more in-depth especially for the Aboriginal students, can advertise
      this through the medical school, will give students time to meet each other and socialize,
      can help each other out to know what is available to them can also get the professors
   - Professors from the faculty were involved with the school
   - Mentorship program – set up in dentistry
   - Conferences help students to know who is out there and what partnerships there are and
      how to access this
   - Conference – Canadian Aboriginal Leaders in Medicine
   - Students need to have personal resources, laptop, clinical equipment, etc.

   - Networking with other students from all areas
   - Conferences available to all students to do networking
   - Health Professional Association connected to the Aboriginal associations – students are
       provided funding to attend conferences,

- feasting, gathering, encouraging family (spouses, partners, funders, kids, C&C) to attend these
  to show what they are doing
- maybe this will help to benefit students to get the equipment and resources needed to be
  successful in their programs
- helping students to get back to their roots - where they came from, talking about what and who
  we were before the Europeans came; Elders talk about: FN medicines, ceremonies,
  sweatlodges, connecting with the land
- western medicine is totally void of traditional medicine, making traditional teachings part of the
  programs will help them connect
- in medicine – focus is only on the mental and physical not the emotional or spiritual – bring in
  professionals who use all the aspects of the medicine wheel – Dr. Louis Mehl’medrona
- our college is looking at how we can incorporate Aboriginal culture in all our programs
- as a student in health, you are looked at as different – there is no understanding of FN culture
  and this should be taught so everyone will understand where we come from
- need to teach Aboriginal awareness
- Nicole said they had the opportunity to smudge every Friday and making this available will help
- we need to recognize diversity in the Indigenous culture – need to talk about respect

- need to increase funding, financial support
- student housing needs to be subsidized, should have a student housing association,
- child care needs to be subsidized, and also made available
- emergency funding,
- need more advocacy in regards to funding agencies, bands to pay tuition fees when required
  because this affects students and their ability to use services
- making students aware of financial incentives and awards available to them within professions,
  having a centralized area where students can get this information
- making sure students file taxes and how to get more for their money

Group 3 (B)
Academically – What kind of partnerships do we need to form to help students?
- students need to start developing portfolios from the middle years (how do we get this message
   across to the students in the middle years?)
- we need to hire our graduates – can use them in the community based education programs
- we need to have students start an Aboriginal Alumni – to assist new students
- Ques: Are there designated seats for Aboriginal students in these programs? (professional
- it was in the paper talking about how Graduates have to do practicums outside of province? We
   need to help students stay within the province they want – Manitoba has a physician shortage,
   not enough professionals to team up with – there are no physical spots in the health facilities to
   take on more graduates

Socially –
   - Need more funds through the feds to do more community based programs – this addresses
       more support systems within the communities, more of a success rate when programs in
       communities, more network supports
   - When programs in community less stress in regards to uprooting families, housing,

- Culturally –
   - Need to have courses to reflect students culture, and also process,
   - Med School – have woven cultural content all the way throughout
   - Individuals should be able to bring life experiences to programs
   - Institutions need to have more aboriginal staff, this brings more to the program and more
   - Need to teach about aboriginal history, background and where Aboriginals are coming
   - Workloads for Aboriginal people in these institutions can be overwhelming as well since
       others don’t have to cover the areas that they are expected too, sometimes in our own
       communities we are not looked at as qualified enough to work in certain areas,
   - Life experiences need to be validated, use this as part of personal portfolios

Group 4(A)
Academically – Support students
   - Students need technical supports, equipment ie. Laptops, medical supplies
   - 2 - 4th year med students talked about designated seats in med schools but no designated
      seats in residencies – they were having to look at going into family medicine to do their
      work since they could not get into a specialized field of their choice
   - Example: bachelor of education students wanted to do placements in FN school – they
      could not do this since they had to work in certain placements to have supervisors who
      have to be trained
   - AHHRI needs to look at how they can make these changes to help the students;
      Aboriginal residencies, so much bureaucracy to do this right now
   - We have a transition to the workplace in Regina; have a mentorship program
   - Question: do any of the programs now support people once they graduate?
   - We do track graduates for 6 months; contact IV Aboriginal Human Resources – a
      database system – Service Canada developed this program
   - We discovered students needed follow up – support and assist after they are on their
   - Wage parity is also an issue – no funding in most communities to hire these people – have
      also helped them to develop wage scales
   - When encouraging people to go back and get more educated they don’t know where to go
      and what courses they need to take – encouraging life long learning

Socially –
   - (Saskatchewan) We have same supports for undergraduates as we do for graduates - invite
       to gatherings, connect with employers, job postings, re-unions, facebook, share stories,
       journeys, sharing circles
   - In the community we do a sharing circle every Friday
   - Aboriginal nurses groups
   - support in the health district – how are they prepared to support Aboriginals’ coming to
       work for you

Culturally –
   - Most of them are still welcome to use the elder program that the post-secondary
      institutions have
   - Advocate for a cultural component in the professional associations
   - Advocate for cultural competencies in the programs
   - Bringing them back to the communities, families, traditional teachings
   - Traditional leave should be part of these programs, going back to the land, traplines,
      fishing, ceremonies