2. Background Phase I: Identify communication problems
Towle A, Godolphin W, Alexander E. Doctor–patient communications in the Aboriginal community: Towards the development of educational programs. Patient Education & Counseling 2006; 62: 340-6
Phase II: Identify learning needs & strategies
Scarpino G, Niemeyer M, Kline C, Godolphin W, Towle A. “Not Just … Another Indian Dollar”? Aboriginal communities collaborating in the development of educational programs for health professionals. International Conference Where’s the Patient’s Voice in Health Professional Education? Vancouver 3-5 Nov 2005
Phase III: Develop partnerships & provide community placement opportunities
Phase I: Focus groups & interviews with community members and health professionals to identify communication problems
Refer to PEC article 2006
Phase II: Focus groups and interviews with students and community members to identify learning needs and strategies
Experiential
Community-based
Immersion within the community
Refer to poster
Phase III: Develop partnerships & provide community placement opportunities
Flyer

3. Partnerships & Participants
Summer 2005
Métis Family Services
Vancouver Friendship Centre
Summer 2006
Sto:lo Nation
Xyolhemeylh Child & Family Services
Chehalis First Nation
7 Medical students
1 Midwifery student
1 Science student (pre- med)
1 Arts student (sociology)
Summer '05
Metis Family Services – Children's summer camp (4 days)
Vancouver Friendship Centre – Elders' lunch (3 half days)
Students = 4 med students (2nd & 4th year)
Summer '06
Natural Changes Camp (4 days)
Children & Caregivers' Camp (3 days)
Students = 1 midwifery (1st year), 2 med students (2nd & 3rd year), 1 medical resident, 1 undergraduate (4th year)

4. Outcomes Community Participation not Observation
Reciprocity key to building community partnerships
Respect = “…being in our cultural circuit” [Elder]
Students
Increased interest in working with Aboriginal patients/clients
Identity linked to family & where one comes from
Relevance of storeytelling
The Community told us:
It was important to the community that the students participate in the activities
Not just be there to observe
Reciprocity = whatever the students could contribute in exchange for their
learning experience (e.g. 1st Aid; prep food; Talk to Your Doc)
Community saw the students’ interest in spending time with them as a sign of
respect (potential to bridge communication gaps in the future)
The Students told us:
They had an increased interest in working with Aboriginal patients/clients
The expressed insights into the importance of family and where one comes from
to Aboriginal peoples identity & had awaken an interest for some to
explore their own roots
Storeytelling is an important vehicle for communicating & relaying contextual
& other important information

5. Next Steps How do we share the outcomes with the community?
How do we help to build community capacity to achieve sustainability?
Next Steps:
We need to take the findings back to the community. How might we do this?
How do we achieve sustainability?
Right now we are driving the initiative. We want the community to be in the
driver’s seat.