1 / 17

ANU Medical school Indigenous Health Overview LIME PRESENTATION

ANU Medical school Indigenous Health Overview LIME PRESENTATION. University of New South Wales September 24 th 2007. Indigenous Health . Why we did the work What we did What we found and what we learned How was the Aboriginal community Involved

charisse
Download Presentation

ANU Medical school Indigenous Health Overview LIME PRESENTATION

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. ANU Medical school Indigenous Health Overview LIME PRESENTATION University of New South Wales September 24th 2007

  2. Indigenous Health • Why we did the work • What we did • What we found and what we learned • How was the Aboriginal community Involved • How will this information be used to inform policy and practice • Implications for stakeholders and future directions

  3. Indigenous HealthRationale • Aboriginal and Torres Strait Islander Peoples are the First Peoples of Australia, and deserve to be respected as such. Indigenous Australians have contributed much to the broader public good - in the mining and cattle industries, by showing ‘explorers’ how to find their way around the country. In politics, the arts, environmental movements, sports, cultural awareness and understandings of spirituality and place. Further, Indigenous Australians have shown incredible resilience by continuing to work in many ways to recover from the on-going impacts of colonisation. • One of the impacts of colonisation is the poor health outcomes of Indigenous Australians, and it is our intention that this curriculum framework and overall project go some way to improving student outcomes and attributes in Indigenous health.

  4. Introduction to Indigenous HealthCDAMS 8 subject areas integrated • All lectures are prefaced with the comment students are not to feel any ‘guilt or blame’ for past government policies • However, they are to look at them and the residual effect for today

  5. 1st & 2nd Year3 hour session • History and culture self and diversity are the first to be presented to the students • Bowdlerisation • For history the video “Lousy Little Sixpence” is shown which has historical facts as well as health issues.

  6. Communication Skills • For communications skills a video “Last Night I heard a Voice” +ve & –ve examples of communication • Dadirri “deep listening” Judy Atkinson • Cultural safety – definition

  7. 3rd year Building upon previous years. • In the inaugural 2005 Fixed Resource Session • Students were given cases in CBL groups • These groups are co-facilitated by doctors and Indigenous health workers to give both perspectives • Feedback session

  8. 3rd year Indigenous medicine • Presentation by Ngangkari from the NT • They spoke about their work and gave examples • Especially, with doctors in the Alice Springs hospital

  9. 4th Year • Consolidate on previous years. • By the end of 4th year students write 2 reflections on Indigenous patients. • Psychological and addiction medicine • Acute Care • Women’s health (SFM) • Senior Medical and Surgical Term

  10. Rural health • 4 groups. • In Rural Week for 2nd Year students go to at Katungul, Bega. This group spends time with all the staff – transport, reception, medical, psychologist, midwives, health workers. • OTITIS Media screening – children taught song • Rural Week 2 in August 2006 the same • There is Rural week fro 1st years as well

  11. Rural health6 rotations • 3rd year students have 6 week placements in rural settings. Hopefully soon in Indigenous community health services a well. • At Winnunga Nimmityjah students have community placements with health workers one ½ day a week when scheduled.

  12. ANU Rural Medical Society • There is a student who has responsibility for Indigenous health • Seminars are held after hours on relevant issues • The video “Crossing the Line” was shown and then discussion • Also a doctor who had worked in the NT spoke and a local health worker

  13. Blow Your Nose If you’re stuffy and you know it, blow your nose If you’re stuffy and you know it, blow your nose If you’re stuffy and you know it, Take a tissue, GO ON – BLOW IT! If you’re stuffy and you know it blow your nose.

  14. Blow Your Nose If you still feel itchy twitchy try again If you still feel itchy twitchy try again If you still feel itchy twitchy blow the side that’s feeling itchy. If you still feel itchy twitchy try again If you’ve cleared it all at last, shout HOORAY. If you’ve cleared it all at last, shout HOORAY. If you’ve cleared it all at last, give one long loud final blast. If you’ve cleared it all at last, shout HOORAY.

  15. NCEPHpopulation and health • Indigenous MAE students present the social and environmental determinants of health. • In 2007 students will have an experiential presentation of Indigenous health cases

  16. Social Foundations of MedicineSFM • SFM complements Indigenous health • Doctors provide prescriptions to get well doctor focussed • Patient follows doctors orders to get well • SFM also looks the socio-cultural factors of health • Doctors who work in AM’s have an holistic approach to the patient – patient focussed

  17. Addendum • Tainted by experience.

More Related