Phase II - Exciting News, Stay Tuned

With the leadership and support of the NCIME, national medical education organizations are fulfilling their responsibilities to respond to the Royal Commission on Aboriginal Peoples, the Truth and Reconciliation Commission’s Calls to Action, and the Inquiry on Missing and Murdered Indigenous Women and Girls in Indigenous Medical Education through:

• Supporting Indigenous leadership;
• Aligning and collaborating on strategic priorities; and,
• Maximizing available resources.

Assessment of Indigenous studies, cultural safety and anti-racism

• Guidelines for the development of assessment tools including OSCE and MMI stations, MCQs, SAMPs, and in-practice assessments.
• Development of some sample tools (assessment items) including quality improvement and evaluation.

Anti-racism

• Identify the core elements of anti-racism policies and processes.
• Develop a learning module to support the implementation of anti-racism policies and processes.

Increasing admissions/transitions of Indigenous students across entry points during medical education and developing accountable admissions processes (UGME/PGME/Transition to practice)

• Work with the 17 schools of medicine to set school-specific minimum number of First Nations, Métis and Inuit students for admission each year
• Develop guidelines for admissions/transition processes and assessment criteria, applicable across the continuum, for all candidates to medical school that assess knowledge of Indigenous studies, cultural safety and anti-racism
• Collaborate with all 17 schools of medicine to define and ensure robust data collection and reporting annually that allow for review of progress toward goals at the individual school, provincial and national level

Indigenous faculty recruitment and retention

• Develop and maintain a database of Indigenous physicians and health professionals/ educators who are interested in contributing to Indigenous Medical Education.
• Create and implement a leadership development program for Indigenous Medical Educators.
• Collaborate with the 17 schools of medicine to create short- and long-term plans to support the attainment of critical masses of Indigenous Faculty.
• Develop a plan to identify and foster leadership development in Indigenous medical learners starting at the time of admission.

Improving cultural safety in curriculum

• Ensuring that the curriculum frameworks and graduating outcomes/competencies from each build on each other with cultural safety and anti-racism / anti-colonialism as core pedagogical approaches.
• Identifying the faculty development needs to support the implementation of longitudinal Indigenous health curriculum.

Indigenous physician wellness and joy in work

• Develop a framework that defines wellness and joy in work for Indigenous physicians.
• Support the implementation of the frameworks by IPAC, the organizations, and the 17 schools of medicine.

This project emphasizes use of formative and summative evaluation and impact assessment through standard metrics as well as utilizing Indigenous approaches and evaluation frameworks.

NCIME is funded by Health Canada’s Health Care Policies and Strategic Fund.