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Project Activities

In the National Aboriginal and Torres Strait Islander Medical Specialist Framework for Action and Report there were 19 recommendations as follows:

First priority

  1. A funded project officer should be appointed to develop and maintain an Indigenous-relevant online access point for applications into training programs, to support and facilitate applicants’ progress in their applications and to coordinate the implementation of the framework report recommendations, in consultation with the Subcommittee.
  2. Given the variability of national census data, Colleges should collect the Indigenous status data of their members.
  3. To develop a learning module or modules in Indigenous health based upon the principles of vertical integration, using existing examples from the CDAMS National Indigenous Health Curriculum, College of General Practitioners and College of Psychiatry, and consistent with recommendations from the Med Ed 2009 conference.
  4. In association with recommendation 16, the Project Officer to liaise with the medical colleges and develop a cyclical quality review tool, drawing upon the Critical Reflection Tool  developed by the LIME project, and seeking permission to modify it to ensure relevance for Specialists Colleges.
  5. CPMC to continue its collaboration with AIDA to develop the Indigenous health workforce, from recruitment to specialisation. Advances made through the AIDA-MDANZ agreement provide a framework upon which this recommendation may be operationalised.
  6. Produce a periodic (perhaps twice yearly) e-newsletter from the CPMC Indigenous Health Subcommittee.

Second priority

  1. CPMC member colleges to implement an Indigenous Employment Strategy within their own organisations.
  2. The Medical Student Outcome Database should be used to track medical graduates’ pathways, and identify and better understand any enablers or barriers to success for Indigenous graduates.
  3. An online portal specific to Indigenous medical students, junior doctors and trainees should be developed with a focus on support and identifying pathways into specialist training.
  4. Colleges should provide the opportunity for their entire administrative staff to undertake community-based cross-cultural training in Indigenous issues.
  5. Utilising Continuing Medical Education/Continuing Professional Development processes, Colleges to encourage Fellows to attend cultural competence training courses related to Indigenous health.
  6. CPMC to recommend that member colleges implement the recommendations of the AIDA Pathways into Specialties paper. Currently, initiatives are in place at RACP and RACS.
  7. Implement an Indigenous Knowledge Initiative for CPMC leadership.
  8. To re-affirm a partnership approach to Indigenous health. This recommendation needs to be realised at the national, state and territory, and local levels. Specifically, relationships with NACCHO and their state affiliates, and other community-based organisations, could offer a broad range of training opportunities in Aboriginal health.
  9. To develop a training module to assist the AMC accreditation teams when assessing College standards of cultural competence.
  10. CPMC to direct the Subcommittee to systematically evaluate and promote to the medical colleges, relevant sections of existing initiatives in Indigenous health and cultural competence curricula and to identify best practice.
  11. CPMC to support MSOAP and USOAP in its efforts to provide services to Indigenous people based on community identified needs and priorities, regardless of their geographic circumstances. This recommendation can best be met through strong partnerships, e.g. with NACCHO and its membership, and with other organisations.

Third priority

  1. The CPMC should develop, and seek funding for scholarships to support Indigenous trainees. These could be used to assist Trainees in their vocational development activities including, but not limited to, paying aspects of the training program such as examination fees. The Puggy Hunter Memorial Scholarship is an example of such a named scholarship for Indigenous health science undergraduates.
  2. Promote a centralised, coordinated approach to identifying and communicating trainee placements into Indigenous health training posts. Particularly at more advanced levels, this provides valuable medical services to Indigenous people whilst exposing trainees to Indigenous contexts.