Enhancing Indigenous Health Education through Collaborative Placements

1. Partnerships and Placements – Vertical Integration in Clinical Learning A/Prof Amanda Barnard A/Prof Jennifer Thomson Mr Peter Pinnington

2. Where • Winnunga Nimmityjah Aboriginal Health Services in Narrabundah , A.C.T. • Hosted by Winnunga staff • First meeting early 2005

3. Why • Many players, many needs • ANUMS -incorporates all elements of the Indigenous Health Framework into its 4 year curriculum -Focus on community based clinical experience in year 3 • ANUMS holds the contract for GP registrar education in the region with CCCT. • Established good relationships with Winnunga Nimmityjah and Katungul Aboriginal Corporation on far South Coast NSW • SENSWDGP increasing involvement in Indigenous health

4. What we did • Committee representing all stakeholders involved in delivering Indigenous health training and clinical placements for medical students and GP registrars in the ACT and SENSW was convened • Issues, challenges and ‘dreams’ were all discussed • Collaborative decisions on optimal training and clinical placements were made – and more

5. Who • Winnunga staff – CEO Julie Tongs, Dr Peter Sharpe • Katungul Aboriginal Corporation • Australian National University Medical School staff – School of General Practice, Rural and Indigenous Health • Coast City Country Training • SENSW Division of General Practice • GPET

6. What we found and learned • That we shared common goals, and that there was enormous goodwill shared. The challenge lies in sustaining this • Aboriginal health workers from Winnunga keen to be involved in teaching of students and registrars • Clinical placements integrated with other teaching - students and registrars • Early student interest and enthusiasm could be supported, without unduly stretching resources or capacity • ANUMS infrastructure support of placements at Winnunga is critical • Students and staff value longer term attachments – further development work • Integration of distance academic support for students and registrars was possible but one of the most challenging issues

7. Gaining momentum • Move from initial brief of coordinating placements to wider collaboration • Indigenous Health Prize for students – funded by CCCT • ANUMS/ Winnunga cultural awareness training – registrars, staff, GPs • This used as model to develop SENSWDGP collaboration for regional GPs • Katungul/SENSWDGP/ANUMS – Healthy for Life

8. Winnunga staff involvement in the ANUMS curriculum • Winnunga staff are extensively involved in teaching and clinical supervision, and their enthusiasm and support is reflected in student interest and involvement in Indigenous health. • 1st, 2nd, 3rd and 4th year workshops, and the associated small group sessions. • Winnunga hosted 32 first year students who, inspired by their first introduction to Indigenous health, wanted more! • Year 3 – 18 students spent 3 weeks each on clinical placement with the medical staff. Winnunga also provided tours and an over view of their services to the other 81 year 3 medical students in small groups during their community placements. • Year 4 students had 2 week placements with Winnunga staff during Womens Health term. • Winnunga staff also co-supervised student research projects.

9. ANUMS staff working in Indigenous health • 2 GPs from Academic Unit of Gernal Practice work at Winnunga part time • Registrars every semester • Katungul and SENSWDGP – Healthy for Life • Professor of Paediatrics – child health clinics • Students as ‘manpower’ on child health day

10. Implications and the future • Successful structure and support of integrated clinical placements for medical students and GP registrars, and ongoing review through regular meetings. • Maintaining momentum in post establishment phase • Further work in clarifying roles and relationships, possibly in the form of an MoU, and ensuring ongoing strength of partnerships