Expand the mandate of the Office of Indigenous Medical Education

Excellence through Equity

Excellence through Equity

Expand the mandate of the Office of Indigenous Medical Education to support learners, faculty and staff across the education continuum while identifying appropriate resources and Indigenous leadership.

We will endeavor to take a holistic and humanistic approach in cultivating and promoting a learning and working environment in which is culturally safe and where Indigenous history, values and knowledge are respected and valued whilst co creating an eco-system of partnership and wellness.

We will endeavor to work collaboratively, in partnership, in an integrative and synergistic way to facilitate and provide guidance for the development of policy and procedures as related to Indigenous Health Education within the Faculty of Medicine grounded in traditional Indigenous values, knowledge and ways of knowing. Key collaborators (staff, faculty and learners) will have access to culturally safe forums for discussion of issues related to policy, education and will reflect Indigenous wisdom and leadership.

The Team

Decanal Sponsor: Salvatore Spadafora

It will be imperative to establish partnerships between Indigenous and Faculty of Medicine communities as well as engage, later in our progress, the other Health Professions Faculties and broader University of Toronto Community. We will endeavor to engage a mosaic of intentional involvement with community leaders (Indigenous) to ensure our efforts are not isolated and are guided and led by the Indigenous voice. The following list outlines key collaborators (additional partners will be identified as we move forward): 

Key Collaborator(s)

Internal Faculty of Medicine

  • Vice-Deans of Education:
    • MD Program
    • Post MD Education (PGME & CPD)
    • Graduate and Academic Affairs
    • Partnerships
  • Faculty Lead(s), MD Program, Indigenous Health
  • Faculty Lead(s), Post-MD, Indigenous and Refugee Health
  • Associate Dean, Inclusion and Diversity, Faculty of Medicine
  • Associate Dean, Office of Health Professions Student Affairs (OHPSA)
  • Faculty Lead, Rehabilitation Sciences
  • At least one Indigenous Elder
  • At least one Indigenous Staff member
  • At least one Indigenous learner representative from each education program:
    • MD Program
    • Post MD
    • Graduate Studies including Rehabilitation Sciences
  • Faculty Development representative/resources
  • Education Scientist (Curricular development/evaluation)

External/Community

  • At least two Indigenous Community Stakeholders
  • Representation from First Nations House

Central University/External to FoM

  • Jonathan Hamilton-Diabo, Director, Indigenous Initiatives or delegate
  • Suzanne Stewart, Director of WB institute at Dalla Lana or delegate Additional collaborators to be identified as required

Working Group Members:

Small effective working groups to be identified early in the process to ensure appropriate and thorough stakeholder consultation.

Lisa Richardson and Jason Pennington, Indigenous Faculty Leads, have been approached and have accepted to co-lead initiatives. Additional Indigenous leadership within the Faculty of Medicine will be identified as we progress.

Additional key stakeholders at this time include:

  • Lynn Wilson
  • Cynthia Whitehead
  • Lisa Robinson Additional potential members are noted above as ‘key collaborators’.

Additional individuals be identified as required

Staff Support

  • Lindsey Fechtig, Project and Administrative Manager, Office of the Education Vice-Deans
  • Coordinator, Office of Indigenous Medical Education
  • Other staff support as required to be identified

The Action Plan

Strategies:

  1. Seek consultation with various stakeholders via the following faculty of medicine committees (including but not limited to):
    • Fellowship Education Advisory Committee (FEAC)
    • Hospital University Education Committee (HUEC)
    • University Steering Committee for Academic Rehabilitation (USCAR)
    • Deans Executive
    • Postgraduate Medicine Education Advisory Committee (PGMEAC)
    • MD Program Executive
    • TAHSN
  2. Recruit additional faculty who can lead Indigenous initiatives
  3. Consultation with elders and traditional knowledge keepers to inform Indigenous medical education/curriculum/resourcing – in the form of an Indigenous Community advisory or steering committee;
  4. Conduct an internal inventory/environmental scan of resources and curricula within the faculty to leverage what is existing and enable integration and expansion amongst our educational programs;
  5. Conduct an external scan, within Canada and abroad, of existing comparable programs/organizations for the identification of best practices;
  6. Identify, explore and develop integration strategies and opportunities for collaboration and promotion for the advancement of Indigenous educational activity and capacity amongst the education portfolios: MD Program, Post MD Education (PGME & CPD) and Graduate and Life Sciences Education;
  7. Review annual expenditures for Indigenous Education programming and services in order to make recommendations for long-term resourcing.
  8. Develop Cultural Education programing – to bridge academic program with community.

Steps:

  1. Conduct a scan of EDI activities and initiatives already taking place throughout the Faculty of Medicine.
  2. Establish and leverage the expertise of a subgroup that will coordinate and direct research and information needs for the Team to create an EDI plan.
  3. Create a map of ongoing collaborations, partnerships, and relationships between the Diversity Office and other stakeholders.
  4. Document successful EDI campaigns within postsecondary and health care institutions.

Timeline

The timeframe for taking these steps will require approximately 6 months – by Spring 2019. By the end of the academic term, it is our goal to have the following established:

  1. Academic Advisory Circle and
  2. Community Advisory Circle

2018 | November/December (Fall) – Initial consultations with existing faculty leads

2018 – 2019 | December/February (Winter) – Identify/narrow down key stakeholders for small format working groups and Start consultation with key FoM committees

2019 | March/May (Spring) – Development of project plans once Identification of short term and long term milestones is complete and establish Indigenous Circle

1 year from now:
2019 | November/December - Secure Indigenous centered space

 

Metrics:

We will measure our progress through Indigenous reporting, non- Indigenous reporting.

Metrics will be decided upon by working groups once objectives are identified.

Short term goals include:

  • Establish advisory circles
  • Secure physical space at Women’s College Hospital
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