DIABETES AND SCIENCE EDUCATION IN AMERICAN INDIAN SCHOOLS: Recommendations from the Conference at Pablo, MT, March 15-16, 2001 Lawrence Agodoa, M.D. Director, Office of Minority Health Research Coordination National Institute of Diabetes and Digestive and Kidney Diseases

Diabetes and Science Education in American Indian Schools (DETS): Recommendations from Workshop in Pablo, Montana OBJECTIVES 1. To create and increase awareness to Diabetes (type 2) in American Indian and Alaskan Native youth. 2. To motivate the youth to enter careers in the biomedical sciences

DETS Montana Workshop - Committee Recommendations  I. Diabetes Program Content Committee i. Model 1 Develop theme-based modules with different areas of emphasis, but which will be significantly broad to provide clear understanding of diabetes and its complications. For example: A theme on Insulin Resistance covers many areas of biology, chemistry, physiology, pathophysiology, etc.

DETS Montana Workshop - Committee Recommendations  I. Diabetes Program Content Committee ii. Model 2 Develop clinical themes emphasizing the effect of diabetes on different anatomic and physiologic systems. Areas frequently affected by diabetes include the eyes and the cardiovascular (both macrovascular and microvascular), neurological, gastrointestinal,, renal and urologic systems.

DETS Montana Workshop - Committee Recommendations I. Diabetes Program Content Committee Irrespective of the model used, the problems of nutrition and obesity and their important role in the development of diabetes should be clearly emphasized. Furthermore, prevention of diabetes should be a central theme for whichever model is employed.

DETS Montana Workshop - Committee Recommendations II. Science Program Content Committee i. Develop units similar to the FOSS kit that could be plugged into the regular science curriculum in the schools, making it convenient for science teachers. FOSS stands for Full Option Science System. It was developed at the University of California at Berkley. Each kit is contained in a box, and consists of all the materials needed by the teacher to teach a particular science subject. The current available kits are targeted primarily to the elementary school level, with the three strands for K-2, 3-4, and 5-6. The subject content includes earth science, life science, and physical science. The teacher has the option of adapting the kit locally to make it relevant and easier for the children to relate with their own environment.

DETS Montana Workshop - Committee Recommendations II. Science Program Content Committee ii. Collaboration with the National Science Foundation’s Rural Systemic Initiative (RSI). The National Science Foundation has a program to improve Math and Science education through the RSI in 10 tribal communities. It is recommended that this new program collaborate with the NSF in sharing resources and augmenting existing program wherever both programs are implemented. iii. The program content should be culturally sensitive, be holistic, and spiritually rich.

DETS Montana Workshop - Committee Recommendations III. Program Implementation This is a summary of the recommendations from all three Committees. The members of the three committees agree that this is a worthwhile initiative, and if successful, will both lessen the impact of diabetes in the American Indian and Alaskan Native communities, and serve to motivate the youth in pursuing careers in the biomedical sciences.

DETS Montana Workshop - Committee Recommendations III. Program Implementation i. The program should be implemented in not only Middle and High schools, but should also include Elementary school youth, probably beginning at the 3 rd grade level. ii. The program should not only target tribal schools, but public and other schools in which the majority of the student population is composed of American Indian and Alaskan Native youth.

DETS Montana Workshop - Committee Recommendations III. Program Implementation iii. Implementation methods should include local tribal community adaptability. iv. Consider integration of the program in after-school activities, weekends, summer activities, or inclusion in the regular school science curriculum. v. Consider involving parents, grand parents, Tribal elders and friends that will emphasize traditional ways, and integrate both values into the program.

DETS Montana Workshop - Committee Recommendations III. Program Implementation vi. Peer educators can be very effective in communicating the essence of the program to the youth. vii.The use of professionals such as nurses, physicians, physician assistants, pharmacists and school personnel can help in conveying the message. viii. Teachers should have special instructions through in- service programs, and given special incentives, such as bonuses, that will help keep their interest in the program.

DETS Montana Workshop - Committee Recommendations III. Program Implementation ix. All the members of each committee endorsed the decision to have the Tribal Colleges and Universities (TCUs) as the central focus of the development and implementation of the program. However, adequate resources should be provided to ensure success. x. The criteria for selection of the TCUs should be general and broad enough to allow for inclusion of institutions with varying backgrounds and capabilities.