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  • Processes and outcomes for a successful engagement between a medical school and a remote Indigenous community in North Queensland, Australia

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    92316_1.pdf (230.5Kb)
    Author(s)
    Duffy, G.
    Ross, S.
    Wooley, T.
    Sivamalai, S.
    Whaleboat, D.
    Miller, Adrian
    Griffith University Author(s)
    Miller, Adrian
    Year published
    2013
    Metadata
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    Abstract
    Introduction: Medical students should be equipped with the necessary knowledge, skills and attitudes to engage with local communities on placement, and later act as agents of change in addressing health system priorities and inequities. Determining what are the necessary knowledge, skills and attitudes requires the medical school to collect input from the local communities they serve. This study describes the steps taken by the James Cook University (JCU) School of Medicine & Dentistry (SMD) to develop a systematic process for collecting input from a local Indigenous community. Methods: This 2011 study utilised a participatory ...
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    Introduction: Medical students should be equipped with the necessary knowledge, skills and attitudes to engage with local communities on placement, and later act as agents of change in addressing health system priorities and inequities. Determining what are the necessary knowledge, skills and attitudes requires the medical school to collect input from the local communities they serve. This study describes the steps taken by the James Cook University (JCU) School of Medicine & Dentistry (SMD) to develop a systematic process for collecting input from a local Indigenous community. Methods: This 2011 study utilised a participatory action research design. An Indigenous Reference Group (IRG) consisting of 13 local Indigenous people including health professionals, Elders and community members was established by the JCU SMD in the North Queensland town of Mount Isa. 'Yarning Circle' discussions between SMD representatives and the IRG developed a Terms of Reference (ToR) to guide the engagement process, and negotiated reciprocal benefits to compensate participants for time involved in consultations and to promote sustainability. Results: A framework for engaging with the Mount Isa Indigenous community was developed. Benefits for the SMD included a list of the good and bad engagement strategies with the local Indigenous community. Benefits for the IRG members included assistance with grant applications, media skills and organizing a community-wide health event. Conclusions: Successful and sustainable community partnerships between a medical school and an Indigenous community can be achieved, with Indigenous researchers and community members guiding the engagement process, and for stakeholders to follow through in providing the negotiated reciprocal benefits. Having an established IRG should increase Indigenous input and participation into the medical curriculum, and into future research and community activities to improve the health of the Indigenous people.
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    Journal Title
    Rural and Remote Health
    Volume
    13
    Issue
    2277
    Publisher URI
    http://www.rrh.org.au/articles/showarticlenew.asp?ArticleID=2277
    Copyright Statement
    © The Author(s) 2013. The attached file is reproduced here in accordance with the copyright policy of the publisher. Please refer to the journal's website for access to the definitive, published version.
    Subject
    Medicine, Nursing and Health Curriculum and Pedagogy
    Nursing
    Public Health and Health Services
    Specialist Studies in Education
    Publication URI
    http://hdl.handle.net/10072/59821
    Collection
    • Journal articles

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    • Gold Coast
    • Logan
    • Brisbane - Queensland, Australia
    First Peoples of Australia
    • Aboriginal
    • Torres Strait Islander