117 10 2919 https://digitalcollections.lakeheadu.ca/files/original/6b7449d2f9af1ec5e6f53ee6d8c5baca.jpg 2c0e97cd5e4c66ab582bb7096527dd4c Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Lakehead University Collection Description An account of the resource Photographs from Lakehead University's history: people, events, and campus. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context UG6-C-I-9 Title A name given to the resource Biologist "milking" fish Subject The topic of the resource University Life People Description An account of the resource Biologist "milking" fish. Creator An entity primarily responsible for making the resource Lakehead University Format The file format, physical medium, or dimensions of the resource JPG Type The nature or genre of the resource Still image https://digitalcollections.lakeheadu.ca/files/original/0bd30364007f7db22f4dcab309cb21b8.jpg 383869f747ded35768b08b0b343fb0a9 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Lakehead University Collection Description An account of the resource Photographs from Lakehead University's history: people, events, and campus. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context UG6-C-I-8 Title A name given to the resource Biologist "milking" fish Subject The topic of the resource University Life People Description An account of the resource Biologist "milking" fish. Creator An entity primarily responsible for making the resource Lakehead University Format The file format, physical medium, or dimensions of the resource JPG Type The nature or genre of the resource Still image https://digitalcollections.lakeheadu.ca/files/original/13685d4a4b8686899c142d06c720adef.jpg 7c881b95d5c10abd9561109223fdad66 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Lakehead University Collection Description An account of the resource Photographs from Lakehead University's history: people, events, and campus. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context UG6-C-I-7 Title A name given to the resource Biology - Gwen O'Reilly Subject The topic of the resource University Life People Description An account of the resource Gwen O'Reilly Biology/Forestry, Agora Sept. 19, 1984, p. 6. Creator An entity primarily responsible for making the resource Lakehead University Date A point or period of time associated with an event in the lifecycle of the resource 1984-09-19 Format The file format, physical medium, or dimensions of the resource JPG Type The nature or genre of the resource Still image Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Canada - Ontario - Thunder Bay https://digitalcollections.lakeheadu.ca/files/original/b753497c9dcb24ac5d8bf1b87daf24fa.pdf 92df58bde718fb3ae621adaaaee2e3c8 PDF Text Text Lakehead UNIVERSITY �Qreetings from LAKEHEAD UNIVERSITY Congratulations to you, our graduating class of 20251 Congratulations and Power to the Class of 2025 As you cross the stage at your convocation ceremony, I invtte you to reflect on this transformational moment. Your class is in the unique posttion of graduating into a world that is suffering from extremely negative uses of Power and Privilege. Power is used now to wage trade and armed wars. Power is used now to attack education, health, the press, and the arts. Power is used now to belttlle and demean individuals, groups, and countries. You are not simply walking across the stage to a roar of applause from your friends, family, and supporters; no, this milestone is much more profound. Crossing the stage and obtaining your hard-earned degree signifies stepping into the next phase of your bright and brilliant future. Whether your goal is to begin working in your chosen field or to continue your education by pursuing advanced studies, completing your degree at Lakehead University has bestowed upon you the gifts of choice and opportunity. From this moment forward, the key to unlocking your future is in your hands. I know that your journey from the first day of orientation to convocation was not easy. You have grown as a person, you have expanded your mind, built your skill sets, and you are well-prepared for what comes next. On behalf of our faculty and staff, and alongside your friends, family, and supporters, I offer my heartfelt congratulations. The entire Lakehead community is proud of all you have accomplished, and we are honoured to be part of your life's story. Dr. Gillian Siddall President and Vice-Chancellor Lakehead University However, class of 2025, you are in an equally unique position to counter these negative forces, and I have every confidence that you will. I join you in thanks for the power given to you by your support teams of family and friends. You are Empowered, and will continue to cultivate your partnerships of faculty and classmates. You are Empowered by your scholarship and abilities to find real solutions to real problems. You are Empowered by understanding the urgent need for truth and reconciliation, and by your active compassion for the demeaned. You are Empowered by your crucial involvements in education, health, the arts, and your love of Canada. You are ready and need not be afraid. Greetings. Congratulations. Thank you. Rita Shelton Deverell Chancellor Lakehead University �Thursday, May 29, 2025 - 9am ORDER OF PROCEEDINGS Graduate and Undergraduate Credentials to be Conferred: Faculty of Business Administration, Faculty of Engineering, Bora Laskin Faculty of Law Prelude Joe Petch Processional - Pomp and Circumstance by E. Elgar Joe Petch, Ted Vaillant, Damian Rivers-Moore, Erik Hongisto, Dr. Darlene Chepil-Reid The audience is asked to stand as the Academic Procession enters OCanada Robert Perrier Honour Song Elder Audrey DeRoy Invocation Elder Audrey DeRoy The Chancellor - "I hereby declare this Convocation open." Chancellor Rita Shelton Deverell Introduction of the Platform Party Dr. David Richards, Interim Provost & Vice-President (Academic) Greetings from Fort William First Nation Chief Michele Solomon, Fort William First Nation President's Address Dr. Gillian Siddall, President & Vice-Chancellor Conferring of the Honorary Degree Candidate Dr. Erin Pearson, Chair, Senate Honorary Degree Committee Chancellor Rita Shelton Deverell Dr. Gillian Siddall, President & Vice-Chancellor Convocation Address Dr. Jean Paul Gladu Message from the Class of 2025 Krish Khokhani Musical Interlude Ashley Belluz-Gerolami Presentation of the Candidates for the Conferring of Credentials and Medals/Awards Dr. Rhonda Koster, Deputy Provost and Vice Provost (Teaching & Leaming) Credentials Granted in Absentia Andrea Tarsitano, Vice-Provost (Students) & Registrar Message from the Alumni Association Paul Popo-Ola, President, Lakehead University Alumni Association Chancellor's Remarks & Closing "I hereby declare this Convocation closed." Chancellor Rita Shelton Deverell Recessional Jacob Wolframe The audience is asked to kindly wait until the graduates have exited the Auditorium and to then make their way to the Lakehead University campus for refreshments, photos, and conversation. Follow along as we acknowledge our graduates and this year's medal recipients. ~ �Lakehead UNIVERSITY The Arms of the University were granted by the Earl Marshal, the Duke of Norfolk, on June 20, 1959. The heraldic description is: Coat of Arms "Barry wavy of six Argent and Azure on a Chief Gules in front of a rising Sun issuant from the base of the Chief Or between two Candles enflamed proper each surmounted of an open Book also proper edged and bound Gold a Portcullis chained Sable" Crest "On a Wreath Or and Azure on Water Barry wavy Argent and Azure in front of a Rock growing therefrom a Pine Tree a Canoe paddled by an Indian Brave and Canadian Trapper." Motto Ad agusta per angusta Achievement through effort � https://digitalcollections.lakeheadu.ca/files/original/f637452a010d5d18f393fe53571396c2.pdf 3c5e4d5155f7099cae45275324808220 PDF Text Text ���� https://digitalcollections.lakeheadu.ca/files/original/d2e7b921e90ae43fb49420b387409f5e.pdf 6ba98768a3d39ee8f0359a8a3a3f11f2 PDF Text Text ���� https://digitalcollections.lakeheadu.ca/files/original/979a92d7f44b01fd51ac962abfcbad8f.pdf d7c85792f2a179adabb14f7241e42d90 PDF Text Text Lakehead UNIVERSITY �Qreetings from LAKEHEAD UNIVERSITY Congratulations to you, our graduating class of 2025! Congratulations and Power to the Class of 2025 ~ Your class is in the unique pos~ion of graduating into a world that is suffering from extremely negative uses of Power and Privilege. Power is used now to wage trade and armed wars. Power is used now to attack education, health, the press, and the arts. Power is used now to belittle and demean individuals, groups, and countries. you cross the stage at your convocation ceremony, I invite you to reflect on this transformational moment. You are not simply walking across the stage to a roar of applause from your friends, family, and supporters; no, this milestone is much more profound. Crossing the stage and obtaining your hard-earned degree signifies stepping into the next phase of your bright and brilliant future. Whether your goal is to begin working in your chosen field or to continue your education by pursuing advanced studies, completing your degree at Lakehead University has bestowed upon you the gifts of choice and opportunity. From this moment forward, the key to unlocking your future is in your hands. I know that your journey from the first day of orientation to convocation was not easy. You have grown as a person, you have expanded your mind, built your skill sets, and you are well-prepared for what comes next. On beha~ of our faculty and staff, and alongside your friends, family, and supporters, I offer my heartfelt congratulations. The entire Lakehead community is proud of all you have accomplished, and we are honoured to be part of your life's story. Dr. Gillian Siddall President and Vice-Chancellor Lakehead University However, class of 2025, you are in an equally unique position to counter these negative forces, and I have every confidence that you will. I join you in thanks for the power given to you by your support teams of family and friends. You are Empowered, and will continue to cultivate your partnerships of faculty and classmates. You are Empowered by your scholarship and abilities to find real solutions to real problems. You are Empowered by understanding the urgent need for truth and reconciliation, and by your active compassion for the demeaned. You are Empowered by your crucial involvements in education, health, the arts, and your love of Canada. You are ready and need not be afraid. Greetings. Congratulations. Thank you. Rita Shelton Deverell Chancellor Lakehead University �Thursday, June 5, 2025-11am ORDER OF PROCEEDINGS Graduate and Undergraduate Credentials to be Conferred: Faculty of Business Administration, Faculty of Education, Faculty of Engineering*, Faculty of Health and Behavioural Sciences, Faculty of Science and Environmental Studies*, Faculty of Social Sciences and Humanities *includes graduates from the Lakehead University-Georgian College Partnership Prelude Orillia Silver Band Processional - Pomp and Circumstance by E. Elgar Orillia Silver Band The audience is asked to stand as the Academic Procession begins OCanada Milli Kent Honour Song Honour Song by local Drum Group Invocation Elder Lorraine McRae The Chancellor - "I hereby declare this Convocation open." Chancellor Rita Shelton Deverell Introduction of the Platform Party Dr. David Richards, Interim Provost & Vice-President (Academic) Greetings from the Chief of the Chippewas of Rama First Nation Chief Ted Williams, Chippewas of Rama First Nation President's Address Dr. Gillian Siddall, President & Vice-Chancellor Recognition of the Recipients of the Emeritus Title Dr. David Richards, Interim Provost & Vice-President (Academic) Conferring of the Honorary Degree Candidate Brandon Rheal Amyot, Senate Honorary Degree Committee Chancellor Rita Shelton Deverell Dr. Gillian Siddall, President & Vice-Chancellor Convocation Address Dr. Ligaya Byrch Conferring of the Title of Fellow of the University Cathy Tuckwell, Chair of Lakehead University's Board of Governors Presentation of the Civitas Award Dr. Linda Rodenburg, Principal Message from the Class of 2025 Elizabeth Adams Presentation of the Candidates for the Conferring of Credentials and Medals/Awards Dr. Sonia Mastrangelo, Assistant Dean, Faculty of Education Credentials Granted in Absentia Andrea Tarsitano, Vice-Provost (Students) & Registrar Greetings from Georgian College Dr. Yael Katz, Vice President, Academic Message from the Alumni Association Paul Popo-Ola, President, Lakehead University Alumni Association Chancellor's Remarks & Closing Remarks "I hereby declare this Convocationn closed." Chancellor R~a Shelton Deverell Recessional Paul Connell The audience is asked to kindly wait until the graduates have exited the venue and to then make their way to the reception for refreshments, photos, and conversation. Follow along as we acknowledge our graduates and this year's medal recipients. ~ �Lakehead UNIVERSITY The Arms of the University were granted by the Earl Marshal, the Duke of Norfolk, on June 20, 1959. The heraldic description is: Coat of Arms "Barry wavy of six Argent and Azure on a Chief Gules in front of a rising Sun issuant from the base of the Chief Or between two Candles enflamed proper each surmounted of an open Book also proper edged and bound Gold a Portcullis chained Sable" Crest "On a Wreath Or and Azure on Water Barry wavy Argent and Azure in front of a Rock growing therefrom a Pine Tree a Canoe paddled by an Indian Brave and Canadian Trapper." Motto Ad agusta per angusta Achievement through effort � https://digitalcollections.lakeheadu.ca/files/original/92f143ce41d4983139f695a4266e2c66.pdf 648f5e88f9b18a9085d117ad4a060c51 PDF Text Text Graduating Class of 2025 Ceremony 1 - Thursday May 29, 2025 (9:00 am) Hello. We are delighted to welcome you, your families, and friends, as we celebrate your achievements at Lakehead University. Today we celebrate the success of your academic achievements! We are please to announce the following list of graduates from the following Faculties: • Faculty of Business Administration • Faculty of Engineering • Bora Laskin Faculty of Law ~ Faculty of Business Administration Master of Business Administration FARRISH, Allison Joanne Katherine FOURCAUDOT, Joseph Daniel ROONEY, Jared Reece VENERUZZO, Christian Dominic Honours Bachelor of Commerce BANJAW, Debora Daniel Business Economics *BELCAMINO, Marco Pasquale Marketing *BOARDMAN, Quinn Mary General Management Page | 1 �*BUSNIUK, Kassandra Mary Human Resources Management/Industrial Relations Minor in Marketing *BUSNIUK, Nicole Ann Human Resources Management/Industrial Relations Minor in Marketing *CARANGI, Isabella Angelina Finance *CARUSO, Carmine Accounting *CASE, Darci Faith Business Analytics and Information Systems Minor in Human Resources Management/Industrial Relations CHIODO, Ethan Joseph Finance CHONY, Evan Jakob Business Analytics and Information Systems *CHOWDHURY, Labwa Afifa Business Analytics and Information Systems *CIESLIK, Alec Henry Accounting COLLIER, Carla Dawn Accounting *FALLA, Jhon Jader Accounting *GHORI, Henilkumar Prakashbhai Accounting *GOODWIN, Chaneelia Human Resources Management/Industrial Relations Minor in Marketing *GOUNDREY, Alysha Lillian Marketing HANSON, Hunter McKenna Marie Accounting *HARDING, Nolan John Accounting *HEEREMA, Kevin Jackson Marketing Minor in Business Analytics and Information Systems Page | 2 �JACOBSON, Cassidy Yamile Marketing JONES, Jacob G Finance *KOZLOWSKI, Jessica Heather Accounting *LEBLANC, Kara Maureen Marketing *LEHTO, Noah Alexander Finance *LENARDON, Spencer Michael Human Resources Management/Industrial Relations MACCHI, Michael Xavier Finance MAKELA, Erik Paul Marketing Minor in Human Resources Management/Industrial Relations MENARD, Ewan Gregory McCrindle Marketing *OIKONEN, Damon William Thomas Finance OLOYA, Peter Onen Business Analytics and Information Systems PAQUETTE, Zachary Ian Accounting PONSINGH, Amos Jere Robert Finance RAMESH KUMAR, Rajeev Kannan Finance *REID, Laura Accounting *RIVARD, Kilee Elise Finance *ROMANELLO, Blake Paul Marketing *ROPPONEN, Jasmiina General Management Page | 3 �RYAN, Matthew James Michael Accounting *SADHWANI, Aarya Finance Minor in Business Analytics and Information Systems SHUKLA, Vibhuti Vishnubhai Vishnu International Business Minor in Marketing *SINGH, Chahatpreet Accounting Minor in Finance SINGH, Gauraang Business Analytics and Information Systems Minor in Finance SOUSA, Brandon Michael Accounting Minor in Finance *TETLOCK, Taylor Lee Human Resources Management/Industrial Relations Minor in Marketing TWEEDIE, Parker George Finance Minor in Economics WILLS, Amy Lee Finance Bachelor of Commerce 4 Year KEENE, Owen Reed Finance LIAO, Rongfei International Business Minor in Accounting LLOYD, Jared Sydney Marketing MACK, Joseph Jakob General Management MUSHTAQ MOHAMMED, Fathima Hafsa General Management OJAJUNI, Timilehin Moyosore International Business Minor in Marketing Page | 4 �OLATUNJI, Usman Olamilekan Finance PRADEEP, Adith Business Analytics and Information Systems WATTS, Gwendolyn Octavia Finance Minor in Human Resources Management/Industrial Relations XUN, Bo General Management Bachelor of Administration ADAMSON, Tristan James *AHMED, Saad BHATIA, Harshit Kumar BLACKWELL, Spencer David HAYES, Carter Nicolas MEENA, Ridhima *ROUKEMA, Alicia Ann *SAINNAWAP, Harvey Matthew SHI, Chong WILLISCROFT, Bryce Thomas Faculty of Engineering Doctor of Philosophy ABDELHAMED, Mostafa Civil Engineering Dissertation: Long Bolted HSS to HSS Connection for Modular Structures: A Solution for Indigenous Housing Challenges ABU MAHADY, Islam Electrical and Computer Engineering Dissertation: Improving Performance of NOMA & RSMA Systems with Improper Gaussian Signaling AL-CHALABI, Raghdah Civil Engineering Dissertation: Advancing Wind Load Assessment of Low-rise Buildings: CFD & Wind Tunnel Approaches Page | 5 �Master of Science CHAKMA, Soumik Environmental Engineering Thesis: Thesis: Water Decontamination Using Magnetic Biochar Produced from Biomass and Mineral Processing Waste CHINEDU, Nnaemeka Chemical Engineering EDIGA, Yashank Adithya Civil Engineering EKEH, Uchenna Francis Chemical Engineering GE, Mingyou Mechanical Engineering GHANOUNI, Farbod Mechanical Engineering Thesis: Noise Attenuation & Energy Harvesting Using Helmholtz Resonator Connected to Rectangular Cavity GHILDIYAL, Manan Civil Engineering HAAVE, Nikolas Mechanical Engineering Thesis: Estimating High-Pressure Hydrogen Storage Required to Refuel Heavy-Duty Vehicles HONG, Kang Electrical and Computer Engineering JAHADIHOSSEINI, Seyedreza Electrical and Computer Engineering JAYASUNDARA MUDIYANSELAGE, Nadun Eranda Medamarandawela Mechanical Engineering KAMRAN, Maham Mechanical Engineering Thesis: Computational Investigations of Integrated Vortex-Odor Dynamics in the Wake of Fish for Underwater Sensing KIRTHIPATI, Mohith Sai Varma Electrical and Computer Engineering KISHORE, Siddharth Electrical and Computer Engineering Thesis: Leveraging the Use of Liquid Metal Channels to Reconfigure Atennas' Impedance and Radiation Performance MALEKSABET, Zahra Mechanical Engineering Thesis: Aerodynamic and Flow Structure Analysis of Iced Wind Turbine Airfoil Page | 6 �MOJEDDI, Mohadeseh Environmental Engineering OKRAH, Gracious Korkor Environmental Engineering OMIYALE, Adedoyin Olufemi Civil Engineering OSAZUWA, Joseph Environmental Engineering PADHIARY, Swagat Environmental Engineering PAEZ, Juan Camilo Chemical Engineering Thesis: Demethylation of Sulfobutylated Kraft Lignin and its Application as PhenolFormaldehyde Adhesives PAN, Jiaqi Civil Engineering PATEL, Adilkumar Lalitkumar Electrical and Computer Engineering PATEL, Harsh Shaileshkumar Environmental Engineering PATEL, JEET KUMAR Civil Engineering PATEL, Maitri Brijeshkumar Electrical and Computer Engineering PATEL, Priyanshi Electrical and Computer Engineering RAGHURAMAN, Lithika Environmental Engineering RAMAZIFARAHANI, Aida Environmental Engineering SAMEEFAR, Mohsen Environmental Engineering SHAH, Aashray Axay Civil Engineering SHAIKH, Usama Zaheer Ahmed Civil Engineering SHAMS, Kimia Environmental Engineering Page | 7 �SHANMUGANATHAN, Annamalai Electrical and Computer Engineering SOLANKI, Rajankumar Yashvantbhai Civil Engineering SONY, Soumya Environmental Engineering SOUTHGATE, Jeffery Robert Electrical and Computer Engineering Thesis: Traveling Wave-Based Fault Location in Power Grids Using Neural Networks SUNDARALINGAM, Harish Electrical and Computer Engineering Thesis: Advancing Object Detection Models: An Investigation Focused on Small Object Detection in Complex Scenes SURESH, Tharrengini Electrical and Computer Engineering Thesis: Enhancing Semantic Segmentation: Architectural Innovations and Strategies for Label-efficient Learning TAYEBAN TAYEBA, Seyed Amirmohammad Mechanical Engineering VASILOPOULOS, Stephen Thomas Civil Engineering Thesis: Optimization of Tall Buildings Subjected to Wind Load Using Genetic Algorithm and Image-Based Machine Learning WANG, Shijing Electrical and Computer Engineering YADA, Nihal Electrical and Computer Engineering YANG, Kaiwen Electrical and Computer Engineering Thesis: A Novel Current Source Converter-Based Ultra-High-Power Offshore Wind Energy Conversion System ZONG, Haoyang Electrical and Computer Engineering Bachelor of Engineering ABITONA, Alyssa Carla Civil ADEDIJO, Temiloluwa Akintayo Mechanical Minor in Mathematics AHMED, Abdulrahman Saeed Ahmed Mechanical Page | 8 �AKOUM, Tamer Mechanical ALAJNAF, Abdulbary Naje Electrical *ALBAKHEET, Sofyan Electrical *ALLENDER, Rebecca Anne Mechanical Minor in Mathematics Co-operative Option AMEERDEEN, Bilal Electrical *ANABTAWI, Karam Mechanical BABAJIDE, Adelani Olasupo Mechanical Co-operative Option BALI, Akash Electrical *BEER, Aron Mechanical BELACHEW, Surafel Adera Mechanical BHATIA, Shubham Ranjit Mechanical BORBELY, Brendon Alexander Civil *BOYKO, Grant Alexander Shigeyuki Mechanical Co-operative Option *BULANKULAME, Maithri Mevinka Chemical Co-operative Option CAI, Jiayi Electrical CHAHAL, Ravinder Singh Electrical CHANDRA, Jason Leon Electrical Page | 9 �*CHAUDHARI, Charvin Civil *CHISHOLM, Maxwell Rowan Civil COULTER, Jill Aleksandra Przybylo Civil COX, Charles Brett Civil CURTIS, Christopher James Electrical *DE FRANCESCA, Fernando Branco Electrical *DOYLE, Zackary Patrick Civil *DRUMMOND, Elian Jean Civil DUONG, Chan Hung Software EASTERBROOK, Lucas Daniel Civil *EATON, Benjamin Lawrence Bouw Electrical EHIOGHAE, Goodness Enoma Electrical *EL HENAWY, Ahmed Mohamed Hanafi Hassan Mechanical *ELIGH, Matthew Patrick Mechanical *ELMEHRIKI, Nadine Civil FARAWI, Ahmad Wael Civil *FARRISH, Allison Joanne Katherine Mechanical *FELIX, Jesna Software Page | 10 �*FLEURY, Carter Andrew William Mechanical FOURCAUDOT, Joseph Daniel Electrical *FRANCIS, Kuruvila Mechanical Minor in Mathematics *FUNK, Ethan Civil *GAUDINO, Grace Catherine Mechanical GAZZOLA, Patric Thomas Electrical GIANG, Joshua Tuong Electrical *GJOKA, Ardaela Civil HALL, Michael Graham Electrical *HEROUX, Julien Leon Chemical *HOPKO, Andrew Gordon Peter Civil HOUNKANRIN, Agossa Laurens Civil *HUNCHAK, John Owen Hillman Mechanical HYSON, Conner John Electrical IBRAHIM, Mubashar Civil *ILOTT, Marlies Jamena Chemical IMAMVERDI, Amin Mechanical *ISSO, Ahmad Hannan Civil Page | 11 �ITURRALDE, Christia Leah Civil *KAMPHOF, Ethan Michael Mechanical *KASEKAMP, William Anthony Mechanical KAUSHAL, Abhishek Civil *KHOKHANI, Krish Manish Mechanical KIFORDU, Benedict Ifeanyinachukwu Mechanical *KNEZEVIC, Braydon Michael Software *KOCH, Scott Civil *KOETS, Owen Graham-Urquhart Civil *KOONAMA HENNADIGE, Uvindu Hashara Mechanical *KOVACIC, Nicole Sage Civil KOZHICHIRA, Jafrin George Mechanical Minor in Mathematics *LAHTI, Hanna Sarah Software *LARIVIERE, Gabriel Alain Mechanical LAWAL, Oluwasegun Emmanuel Electrical Co-operative Option LAWSON, Pablo Matias Mechanical Co-operative Option LECLAIR, Justin Eric Civil LEGGE, Kameron Austin Kenneth Electrical Page | 12 �LEUNG, Connor Civil LIU, Hongbo Civil LIU, Runfa Electrical *LLAMAS, Phoebe Gwyne Civil MADDESS, Shawn Samuel Benjamin Civil MARION, Jeremiah Mechanical MCCABE, Joseph David Sanderson Civil *MCRAE, Veronica Ann Civil Minor in Mathematics MEGHOWALIA, Rahul Mechanical MOFTAKHARI KAMRANI N, Amirali Civil NIELSEN, Michael Peter Electrical NIEMI, Saige Patricia Electrical ODIOH, Divine Favour Martins Favour Electrical OFNER, Craig Conrad Civil OPOKU, Michelle Civil ORLUKWU, Ebube Software *PACHOLCZAK, Amanda Isabel Chemical *PAQUETTE, Nycholas Daniel Electrical Co-operative Option Page | 13 �*PATEL, Charmish Arvindbhai Mechanical Co-operative Option Minor in Mathematics *PATEL, Milan Shamji Civil PATEL, Smit Kamleshkumar Mechanical *PHAM, Minh Tien Electrical *PORTEOUS, Bruce Henderson Mechanical Co-operative Option *PURI, Ritik Chemical RAMDASS, Kendell Civil *RATHOD, Harsh Mitesh Mechanical Minor in Mathematics ROLLER, Kilian Patrik Mechanical *ROONEY, Jared Reece Mechanical *SAAD, Mahmoud Medhat Mahmoud Hussein Mechanical SADEQ, Zaid Mohamad Civil SADLER, Griffin Wilson Electrical SALAH, Mohamud Mohamed Chemical *SAMUEL, Clifton George Software SANDHU, Harmanpreet Singh Civil *SEPA, Dejan Mechanical Page | 14 �*SHAAYA, Shahad Shahar Civil SHAH, Dhruval Harshilkumar Software SHEN, Jia-Wei Electrical SIDDIQUI, Muhammad Saad Chemical SIDHU, Gavin Mechanical SIMARD, Jonathan Eric Mechanical SINGH, Baldeep Mechanical Co-operative Option SINGH, Birendra Bahadur Civil *SINGH, Harmandeep Civil *SINGH, Shivdeep Civil SMITH, Darian Christopher Electrical SOLANO, Jonathan Marco Civil STRICKLAND, Matthew A Electrical STUPALO, Joseph Alexander Electrical TA, Ngoc My Duyen Chemical USSHER, Ebenezer O Civil *VADAPALLI, Nihita Mechanical Minor in Mathematics *VANDENHAAK, Matthew William Civil Page | 15 �*VENERUZZO, Christian Dominic Mechanical VIJH, Pratyaksh Mechanical *VREUGDENHIL, Joshua Anno Civil WALSH, Burke Daniel Mechanical WAYLAND, Jordan Cole Chemical WAYRYNEN, Maximilian Leo Civil *WEBB, Christopher Paul Mechanical *YOHANNES, Amanual Habtegebriel Civil *ZHOU, Jinjia Civil Diploma in Engineering Technology ADHIKARI, Apurva Civil AJAYI, Faramade Olamide Civil AWINI, Philip Wintima Software BARTEN, Charlie Benjamin Gary Electrical BOND, Paul David Electrical *CAZA, Christian Michel Civil DAVE, Harshi Mittal Chemical DOBSON, Tye Ian Electrical *DUONG, Chan Hung Software Page | 16 �*ELMEHRIKI, Nadine Civil FUNK, Isabella Grace Civil GRASLEY, Jamie Jordan Software *GUILERA, Eva Electrical HARRIS, Jackson James Mechanical *JAIN, Chaitanya Electrical *KUOPPA-AHO, Cory Andrew Allan Mechanical LAHTI, Hanna Sarah Software *LEVEQUE, Ryan Patrick Michael Mechanical *LONGHURST, Jeremy Daniel Civil MATHEW, Lois Elsa Software *MEANY, Joseph Malcolm Mechanical *MOLYNEAUX, Josiah Wayne Civil MOORE, Erikson Mechanical OGBONNA, Daniella Somtochukwu Electrical ORLUKWU, Ebube Software PATEL, Krish Kalpeshbhai Mechatronics PIASKOWSKI, Kalyn Grace Civil *PONKA, Benjamin Heikki Mechatronics Page | 17 �RAJA, Eugene Ethan Yohannan Mechanical RILEY, Lucas Tom Mechanical SANDBERG, Anders Kristopher Mechanical SINDREY, Connor Don Mechanical *TREMELLING, Mathew Thomas Civil UBA, Franca Noella Software VISINTIN, David Michael Mechanical WARYWODA, Lynden Patrick Mechanical Bora Laskin Faculty of Law Juris Doctor ABDULLE, Amal M ANDERSON, Nicholas Specialization in Aboriginal and Indigenous Law BAKSH, Bryanna Shana BALDASSINI, Josiah Diamante Specialization in Aboriginal and Indigenous Law *BAXTER, David George Specialization in Aboriginal and Indigenous Law BECK, Connor Douglas Wil Specialization in Aboriginal and Indigenous Law BERNIER, Stefanie Ann Specialization in Aboriginal and Indigenous Law BRUNT, Jenna Erin Specialization in Aboriginal and Indigenous Law BULA, Alexandra Maria Page | 18 �CHAPMAN, Jennifer June Specialization in Aboriginal and Indigenous Law COMPEAU, Gabrielle Marie Specialization in Aboriginal and Indigenous Law *COSTELLO, Caitlin Jane Woodley Specialization in Aboriginal and Indigenous Law DEMIANIUK, Cameron James DESCHEEMAEKER, Devyn Grace *DEW, Emmaleigh Irene Specialization in Aboriginal and Indigenous Law DOMSKI, Megan Kristen EGGETT, Jacob James Specialization in Aboriginal and Indigenous Law FAMULARI, Joseph Piero FANK, Alexandra Specialization in Aboriginal and Indigenous Law FANK, Daniel Joseph Mouro *FEDORUK, Lauren Nicole *FISHER, Simon Specialization in Aboriginal and Indigenous Law FLEMING, Eliza C GILL, Diljot Kaur Specialization in Aboriginal and Indigenous Law GUIDOLIN, Renato Justin Specialization in Aboriginal and Indigenous Law HAYES, Hailey Kendall HOOPER, Bradley Allen Specialization in Aboriginal and Indigenous Law HOSSEIN ZADEH, Aida Specialization in Aboriginal and Indigenous Law KENEFORD, Ella Clarice LATINA, Natasha *LAWSON-RIMMER, Kaitee Patricia MACKENZIE, Hunter Benjamin Page | 19 �MADIO, Nathan Joel MALLEY, Shaun Alexander Specialization in Aboriginal and Indigenous Law MCCARTNEY, Tiffany Leah MCKENZIE, Francine Faith Specialization in Aboriginal and Indigenous Law NEVRENCAN, Maiya Marie Zivka Specialization in Aboriginal and Indigenous Law OGDEN, Laura Kathleen ORFALI, Katherine PADDON, Andrew James PANCHBHAYA, Farah Salim PANJU, Zahra Fatema Mohamed Akbarali PERSIA, Cara Marie PLATANITIS, Joshua Michael Specialization in Aboriginal and Indigenous Law PRINGLE, Alvin Shane Specialization in Aboriginal and Indigenous Law *QUAN, Ethan Specialization in Aboriginal and Indigenous Law SALESKI, Alexa Margaret Specialization in Aboriginal and Indigenous Law SHARMA, Raman Specialization in Aboriginal and Indigenous Law SHAULE, Erika Hilja Specialization in Aboriginal and Indigenous Law SKYNNER, Sydney Caroline Specialization in Aboriginal and Indigenous Law SLESSOR, Emily Nicole Specialization in Aboriginal and Indigenous Law SORAMAKI, Samantha Vaughn Candice SPADE, Cassandra Neebin Lauren Specialization in Aboriginal and Indigenous Law Page | 20 �SPENCE, Tamara Helen *STEWART, Mason Donald SWEDAK, Grant Forsyth THIRUNAVUKARASU, Vaisnavi THOMPSON, Aundrea Leigh Specialization in Aboriginal and Indigenous Law VERBEEK, Johannes Herbertus Specialization in Aboriginal and Indigenous Law VIZI, Karlee M Page | 21 � https://digitalcollections.lakeheadu.ca/files/original/d3b62a6d3be3a36e9f71c7faa2b41970.pdf 6d8fb7027fc8169f19fe0d372aa2e92a PDF Text Text Graduating Class of 2025 Ceremony 2 - Thursday May 29, 2025 (2:00 pm) Hello. We are delighted to welcome you, your families, and friends, as we celebrate your achievements at Lakehead University. Today we celebrate the success of your academic achievements! We are please to announce the following list of graduates from the following Faculties: • Faculty of Education • Faculty of Health and Behavioural Sciences ~ Faculty of Education Master of Education ADDO, Solomon Educational Studies ADOKWU, Iveren Tseayo Educational Studies AJRI, Nilofar Educational Studies ALLEN, Deborah Ruth Education for Change Specialization in Social Justice Education AMANKWAH, Mavis Educational Studies BAI, Duning Educational Studies Page | 1 �BELLAVANCE, Jadyn Martina Education for Change Specialization in Indigenous Education CARRIERE, Caelan Ames Education for Change Specialization in Social Justice Education CHAUVIN GARANT, Hope Mae Marie Education for Change Specialization in Indigenous Education Thesis: In the Interest of Reconciliation in Education - Inclusive Indigenous Content and Modifications to the Ontario Social Studies and History Curriculum from 1998 to 2023 CHEN, Huiting Educational Studies CHENG, Ting Educational Studies CHU, Hui Educational Studies CLAYTON, Victor Andrei Education for Change Specialization in Social Justice Education DARKEY, Lucy Education for Change Specialization in Environmental and Sustainability Education DHILLON, Ramanpreet Kaur Educational Studies ERTL, Aryn Marissa Educational Studies GE, Yuqi Educational Studies GEHRS-WHYTE, Emma Education for Change Specialization in Social Justice Education and Environmental and Sustainability Education GUNAWARDANA, Denipitiyage Wathsala Lakmali Educational Studies GYASI, Stephen Educational Studies KAUR, Harleen Educational Studies Page | 2 �KOMOLAFE, Ranmilowo Education for Change Specialization in Social Justice Education KOSTROSKY-WAREHAM, Nicole Education for Change Specialization in Indigenous Education KRISHNA DEVI, Krishna Devi Educational Studies LALONDE, Debra Lynn Education for Change Specialization in Social Justice Education LEROUX, Sarah Education for Change Specialization in Indigenous Education and Environmental and Sustainability Education LIU, Mei Educational Studies MAUNULA, Alyssa Education for Change Specialization in Indigenous Education and Environmental and Sustainability Education MCINRUE, Erin Nicole Education for Change Specialization in Indigenous Education NA, Johnsy Educational Studies PAUCAR RESTREPO, Juliana Education for Change Specialization in Social Justice Education and Gender and Women’s Studies Thesis: Mapping my Latinx body in Canada: Challenging internalized anti-fat bias QI, Lin Educational Studies RAISA, Rawnak Rafa Educational Studies ROJAS URREA, Maria Del Mar Education for Change Specialization in Social Justice Education SCOTT, Neil Educational Studies SGAMBELLURI, Isabella Grace Educational Studies Page | 3 �SIDDIQ, Md Abu Bakar Education for Change Specialization in Social Justice Education SMITH, Sadie-Ellen Dell Educational Studies SUMANDEEP KAUR, Sumandeep Kaur Educational Studies SUN, Feihan Educational Studies TYAGI, Anita Education for Change Specialization in Social Justice Education WANG, Yingying Educational Studies XIE, Yonghong Educational Studies YANG, Tianrong Educational Studies ZHANG, XIAOMING Educational Studies ZHAO, Chang Education for Change Specialization in Social Justice Education Bachelor of Education – Professional Program *ANSARI, Ali Hassan *ANTON PARAMANAYAGAM, Karolina A *BENJAMIN, Ryan Asher *BLACKWELL, Amy Elizabeth *BOHONOS, Brenna Carol *BROWNING, Siobhan Eva May *BULLER, Cole Luke CALABRESE, Jacklyn Toni CARR, Erica Lynne CARRIGAN, Stephane Michel Page | 4 �*CHAGNON, Kaitlyn Marie CHARLTON, Cameron Issac *CODERRE, Grace Christine *COLE, Alexandria Laurinne *DAVENPORT, Andi Noel Marie DAVIS, Morgan Danielle *DECORTE, Aidyn Thomas Joseph DIPIETRO, Luke Anthony *DOWHOS, Nikolaos FEDORUK, Alexandria Johanna Maria *FINLEY, Malorie Ruth *FLETCHER, Carl *FORSYTH, Kit Nathaniel C *FORTNER, Olivia Claire *GARRETT, Larisa *GHAWALI, Sabina *GHAWALI, Sarina *GIBSON, Victoria Ashley *GILES, Renee Katelynn *GREEN, Brynn Elizabeth *HARDER, Alyssa Chelsea Helene *HISCOX, Emma Renee Victoria *HOUSTON, Rachel Lynn ISENOR, Ryan Taylor *JACKSON, Emily Elizabeht Anne *JACOBSON, Jenna Patricia *JAIN, Rachita *JOHNSON, Delaney Loryle Page | 5 �*KALYTA, Viktoria Madison KANDANCHATHA, Bhagyasree KATSIGIANNIS, Eva *KONTIO, Regan Alysa KUTOK, Jordan Alexandria *LAMPO, Tia Kristin *LEISHMAN, Abigail Rose Margaret LIM, Seongjun *LORUSSO, Gabriel Donovan *LOREY, Sarah Lisel MACDONALD, Madison *MACIAS, Vanessa Hope MALLON, Ryan John *MAROK, Jasmine Kaur *MCKAY, Jennifer *MIHALJEVIC, Makayla Nicole *MORTLEY, Enya Nicole *MURPHY, Joelle Michele *NICHOLL, Natasha Patricia *OWUSU-AFRIYIE, Vanessa PATTERSON, Eden Frances *PELTONEN, Kari Brian Walter *PEREIRA, Natalia Kathleen RAMDHARRY, Shalini Beverley *RAWN, Jenna Anne *REIBLING, Lauryn Jennifer *ROBBINS, Sydney Marion Ghislaine *ROJIK, Alexis Faith Page | 6 �*ROSS, Ryan Ronald Rejean *ROSS, Shannon Lois SCHMIDT, Mark D *SCHOALES, Sarah Angela *SEABY, Rebecca Anne *SHORTREED, Pasquel Grace Irene SIMPSON, Emma Zhoulin *SKRIPKARIUK, Nicole Jessica *STANLEY, Keaghan Iris *SWIFT, Hayley Joan TETREAULT, Vanessa TROY, Daniel *TYKOLIS-HORST, Mikayla *WALSH, Matthew *WELSH, Ryan Ramond *WHENT, Caitlyn Rochelle WILKINSON, Kyle Jacob *WISE, Izabella Sarah ZIVOLAK, Jacob Patrick Bachelor of Education Concurrent with the Faculty of Health and Behavioural Sciences BROCK, Elizabeth Kathleen Melody *DAROSA, Victoria Marie *GRIEVE, Sarah Erin *KOK, Abbie Jane *MARR, Daria Blaze NEWTON, Natalie Faith *POPOVIC, Tatyana Page | 7 �*TRAPPER, Taryn WALSH, Kaitlyn Elizabeth Bachelor of Education Concurrent with the Faculty of Science and Environmental Studies DAI, Yiran *JIANG, Shujing *LI, Haoran *TANG, Yufei *TRAER, Heidi Caroline *WANG, Zhenni *XING, Pei Zhi Bachelor of Education Concurrent with the Faculty of Social Sciences and Humanities *AIELLO, Baldino Jordan *ARELLA, Sarah Elizabeth BENNETT, Liadan *BJORKLUND, Tara CAMPBELL, Miranda CASASANTA, Isabella Victoria *CHASSE, Alyson Aisling Marie *CRONK, Julianna *FARIA, Julia Isabelle *FERGUSON, Kira Bettie *FERNANDES, Vanessa Pacheco *FORTIN, Maxime Nicholas *FREDRICKSON, Riley Elizabeth *GAUTHIER, Joshua *GEROLAMI, Ashley Alexandra Lynne Page | 8 �*GILCHRIST, Ashley Elizabeth HARRIS, Zachary Warren *HARTLEY, Katherine *JEWELL, Julianna Emily *LAMBERT, Brynne Vawn *LARRETT, Hailey Anastasia *LEHTO, MacKenzie Lea *LINDER, Ashley MACDOUGALL, Jessica Kayla MARTIN, Haley Alicia *MAYER, Jillian Amelia *MCGIRR, Juliet Elizabeth MIDWOOD, Andrew Frederick Donald MOYER, Samuel Dalton Arthur *PATTERSON, Justyne Rose Frances PETSNICK, Helene Ruth *PLANT, Shayleigh Marion ROBERTS, Skyler Montbrun SCHIRA, Shelby-Lin Annette SIMMONS, Bryanne Sarah SLUGGETT, Rachel Kate *SOBERING, Tyler Alexander ST JACQUES, Natalie Helanna *STROMNESS, Emily Anne *TASSONE, Sarah Katelyn *VISSER, Caitlan May Diploma in Technological Education *HULS, Shawn Oliver Page | 9 �*SAFAR, Justin Michael Indigenous Language Teacher Diploma NAKOOCHEE, Jane Dorothy Faculty of Health and Behavioural Sciences Doctor of Philosophy BENSON, Alycia Health Sciences Dissertation: A spirit-led journey to relational accountability – a visiting approach to understanding interconnections between substance use, healing pathways, and minobimaadiziwin: conversations with anishinabek Master of Health Sciences MENLAH, John Thesis: Housing Crisis and International Students' Health - A Case Study at Lakehead University Master of Public Health EDWARDS, Jaqueline Public Health Specialization in Social-Ecological Systems, Sustainability and Health GOBA, Rikki Michelle Public Health Specialization in Nursing GUTIERREZ, Raquel E Public Health Specialization in Social-Ecological Systems, Sustainability and Health HUDASEK, Josselyn Marie Public Health Specialization in Gerontology KLIMENKO, Maria Public Health Specialization in Social-Ecological Systems, Sustainability and Health LEAVENS, Cheryl Ann Public Health MAGSI, Madiha Public Health Page | 10 �PAUL, Bethany Public Health Specialization in Social-Ecological Systems, Sustainability and Health RAPOSO, Katie Teresa Public Health Specialization in Specialization in Indigenous and Northern Health TUTT, Jason Public Health Specialization in Epidemiology Master of Science CARUSO, Justin Ian Kinesiology WADHWA, Aaila Arora Kinesiology Master of Social Work JAGGER, Kimberly Noelle PANONTIN, Jenna Lee WILSON, Christine Margaret Thesis: The Apology Mosaic: Sexual Assault Survivors’ Experience in Receiving an Apology From the Perpetrator as a Form of Accountability Honours Bachelor of Arts *ADINEH, Shahla Psychology Specialized Honours *ALEXANDROV, Martin Psychology Specialized Honours Minor in Criminology *BENNARDO, Elizabeth Jane Psychology Minor in Criminology BOBYK-GOHEEN, Hope Evagayle Psychology Minor in Criminology *BOUCHARD, Beau Travis Psychology Specialized Honours *D SOUZA, Melinda Pamella Psychology Specialized Honours Minor in Aging and Health Page | 11 �*GOUVEIA, Jia-Li Psychology Specialized Honours Minor in English GREEN, Mikalea Sydney Marie Psychology *HALL, Kiera Sage Psychology Minor in Criminology HARGREAVES, Tessa-Lee Elizabeth Psychology *HOARD, Tanner Jarrell Psychology Specialized Honours Minor in Philosophy *JARVIS, Emily Joanne Psychology KELLY-SAMPLE, Haley Marie Psychology *KOK, Abbie Jane Psychology MARR, Daria Blaze Psychology *MCQUEEN, Mackenzie Faith Shirley Psychology Specialized Honours Minor in Philosophy *MCMENEMY, Jeffrey Psychology Specialized Honours *MELOCHE, Abbegayle Catherine Elaine Psychology MIRONSKY, Ilana Mary Psychology Minor in Criminology NWIZU, Ifeatu Psychology *NYSTROM, Levi Osiris Psychology and Gender and Women's Studies *PANETTA, Cheyenne Psychology Specialized Honours Minor in Criminology Page | 12 �POPOVIC, Tatyana Psychology RANTA-DIEGEL, Alexandria Tessa Mirjam Psychology STEPHENSON, Tiffany Alice Psychology Bachelor of Arts BONFIGLIO, Emily Riane Psychology *BOUKOURIS, Natasha Louise Psychology BROCK, Elizabeth Kathleen Melody Psychology CHARTERS, Richard James Psychology *GILLESPIE, Jasmine Evelyn Psychology GIVEN, Micheal John Psychology GRIEVE, Sarah Erin Psychology HATFIELD, Brooke Isabella Psychology JEWELL, Julianna Emily Psychology KATARIA, Ayush Psychology KUBER, Aaradhya Mahesh Psychology *LANTZ, Brittan Patricia Psychology MASSIE, Noah Psychology NEWTON, Natalie Faith Psychology TRAPPER, Taryn Psychology Page | 13 �Honours Bachelor of Kinesiology BASHARI, Paniz *BUCHAN, Julia Rose *CHOW, Harrison Grant *DAROSA, Victoria Marie *DEAGAZIO, Brianna Minor in Psychology *DORION, Victoria Ann DOWHOSZYA, Colton Richard John *GIANCOLA, Veronica Ruth GRAY, Hannah Michelle *GROSHEVA, Sofia Aleksandrovna HICKLIN, Olivia Peyton HOWELL, Morgan Blaze *JEDRUCH, Isabella Maria *JENSSON, Corissa Maxine *JOHNSTON, Emma Rae Minor in Aging and Health *JOY, Priya LEBANO, Noah Michael LINDSAY, Madison Kathleen *MAKIN, Samantha Anne Minor in Psychology *MARION, Fionnuala Minor in Indigenous Learning *MIGAY, Samuel Rudy Stuart *NELSON, MacKenzie Kate NICOL, Mackenzie Evelyn Page | 14 �*OPPEDISANO, Aiden McIntyre Minor in Mathematics ORIECUIA, Noah Johnathan PAVLETIC, Megan Hope Batista PETTINGER, Jessica Kathleen PRADHAN, Shreya *PYHTILA, Ethan Christopher *ROBINSON, Peter-Paul *RYDER-METHOT, Lana Minor in Aging and Health *SCHULZ, Sarah Katherine Minor in Criminology SHAH, Sanya Sheetal SKERRITT, Steve Strait WALSH, Kaitlyn Elizabeth WEBSTER, Aiden Alexander WHYNOT, Maren Lee *WILLIAMSON, Alleigh-Jane Elizabeth Bachelor of Kinesiology 4 Year GERULA, Erika HARGREAVES, Carter Roger QUEDENT, Michelle Leigh Dawn SCHMITT, Colton James Patrick Minor in English Honours Bachelor of Science *DASILVA, Aly Mya Psychology Minors in Criminology and Biology *HANLEY, Scarlett Rose Psychology Minor in Biology JAMEUS, Noah Nicholas Psychology Page | 15 �JOSEPH, Irine Psychology *KNOX, Brianna Psychology Specialized Honours MELGAR, Daniela Psychology *NAEEM, Muhammad Ahmad Psychology Specialized Honours PUGLIESE, Naleah Paige Psychology Minor in Criminology *SOORIYAKUMAR, Thanusan Psychology Specialized Honours *WHITE, Sydney Rae Psychology Minor in Biology Bachelor of Science *CORMIER, Kendall Gibson Psychology DOYLE, Owen Robert Psychology KNIGHT, Vincent Psychology STOVER, Tristan Rian Psychology Bachelor of Science in Nursing *ADENI, Oluwadamilola Oluwadara ADLER, Alexander Vladimir *AHMED, Fareedah Asabi *AKANNE, Nebechi Nwabuonu *AKANNE, Raluchi Nwadiuto ALBERTSON, Emma Grace ALLEN, Mikayla Justice ALVES, Victoria Madison Page | 16 �*AMANKONA, Prince Kwadwo ANVAR, Maryam AROWOSAFE, Aanuoluwa Gift ARPIN, Sydney Alyssa ARTHUR, Philip Kwakye *BADMUS-OREKAN, Taiwo BAPTISTE, Dominique Danielle BARNEY, Ryan David *BARNSLEY, Shannon Rae Marjorie *BIH, Marldel Awah BOLAND, Seth Claude BOND, Avery Makenna *BOULANGER, Anne Lucille BOWERS, Isabella Vittoria BRUGGEMAN, Victoria Amaya Diaz *CAHILL, Grace Michaela CAMBLY, Mackenzie Cora CAMERON, Sadie Anjolina Brooke Minor in Psychology *CHAHAL, Simrun CHAU, Maya CLEMENT, Sydney Shyanne COCCIMIGLIO, Noah Roberto *COOK, Alexander Philip John CROSS, Rhiannon Eva Rose DICKSON, Bryn Arianna Taylor *DOMINIC, Prince DORE, Fatoumata Teta Page | 17 �DROTAR, Isaac Christopher DUPUIS, Devan Alexander DUROJAIYE, Elizabeth Oluwatomisin *EDGAL, Omolua Stephanie EHIZOMWANGIE, Claudia Efia EKANEM, Daniel Ekong ENASHE, Addisu *EQUBEZGIE, Surafel Mebratu *EZIE, Sussan Akudo FARRELL, Sydney Lynn *FEIR, Michael Francis *FERNANDO, Shehan Mark FLOYDE, Jordyn *FOOTE, Hannah Grace FORBES, Spencer Andrew FREITAS, Abigail Nicole *FRYKAS-MONTGOMERY, Samantha Sue GADI, Jemima Charles *GANJOSA, Chaltu Abedi GEORGE, Betty Babu GIERTUGA, Dawson Joseph GINGERA, Hannah Elizabeth *GONZALEZ VALVERDE, Emily Victoria *GRANHOLM, Lukas William GRAVELLE, Payton Rae GREBTSOV, Dmitry GREBTSOVA, Liudmila Page | 18 �GREEN, Amber Rose Minor in Criminology GULUTZEN, Kelsey Sandra Minor in Aging and Health GUTHRIE, Emma Beatrice Irene GUTIERREZ, China Danielle Maglalang HAGARTY, Taya Elizabeth Marie HARBI, Nasro Aden *HARVEY, Paige Colleen HAYWARD, Stefanie HIGGINS, Samantha Doris Alyssa *HOANG, My Ngoc *HOEKSTRA, Tiffany Jacqueline *HOPF, Simone Minor in Psychology HOPKINS, Jendaya Carol Rose *HUNT, William James HUYLER, Naasson Zarrusho *IRVINE, Meaghan Rachel JAMES, Steffi Ann JANSEN, Morgan Carley Grace JAREMEY, Kailee Lynn JEON, Jaehyeon KAJORINNE, Kyra Veronica KAVCAR, Brittany Amber KIM, Thomas Dongchan KRUITWAGEN, Lindsay Claire *LACHIMEA, Ella Shea Marie LAI, Jasmine Boi Page | 19 �LAZINSKI, Abigail Marie LEHTO, Taylor Andrew Doran LENNSTROM, Laurisa Anne Celine LEONARD, Elise Kristin Paivi Minor in Psychology MA, Chong MADIMBU, Regina Tendaishe MAKSYMIU, Sydne Valerie MARCHAND, Sarah Emilee METANAD, Michelle Danille *MICELI, Tyler Alton MIGLIAZZA, Lucianna *MODHAVADIYA, Sanjay Punjabhai Punjabhai MOHAMMADI, Parsa MUIR, Jenny Marie NADEAU, Jayda Sarah Abigail NEBESKY, Isabelle Jean NEVES, Mercedes Castellani NGUYEN, Chau Phuc Minh *NOAH, Uduak Ema OGUNLANA, Oluwatobi Rebecca *OGUZIE, Sochima Raphael OKOKPUJIE, Akpotobore OKOLI, Stanley Chinweikpe OLAWUMI, Deborah Damilola Oluwatosin *ONOVIRAN, Salma Chinwe *ONYANGO, Linda Awiti ORMSTON, MacKenzie Reese Page | 20 �*OZERKEVICH, Rachael Amanda PAAVOLA, Haiden Maddox PACATANG, Angelica Cudiera *PARK, Siyoung *PATWARDHAN, Anuradha N *PEDERSEN, Kennedi Lynn PEREZ, Kurt Aaron Surbano POLLOCK, Brianna Marie *POLLOCK, Matthew Fowler PRESTIDGE, Paige Joan *PUENTES, Spencer Brady *RATTE, Melissa Kathryn ROBINSON, Josie Ann ROSS, Zachary Blaise RUDDERHAM, Julia Elizabeth Minor in Psychology SALDANHA, Deenal Sabeena SANAL, Ben Tom *SANDERSON, Robert Forest Beck SANNI, Aneezat *SCOCCHIA, Natalie *SCULLY, Katherine *SHEPHERD, Sarah Nathalie SINCLAIR, Jordyn Margrete *SIVER, Julia Elizabeth SMITH, Amanda Jayne Minor in Psychology SO, Hyerim SPEERS, Rhiannon Rose Page | 21 �STEIN, Astrid Kadjia Ann STEWART, Ewan Murray Angus STRICKLAND, Tiffiney Eunica Star *TANG, Tran Thuy My TANNAHILL, Tayla Faith *TAYLOR, Hannah Ruth *THIBOUTOT, Miera Elizabeth TRAN, Phuong Thi Minh *TROMBLEY, Kyle Jordan UMEH, Chizoba Loveth *VO, Hoai Thuong VOCA, Andrra *WAFULA, Grivinson Wanjala WARD, Mikaela Tatum Railyn WHITE, Kendaaz Jon Paul *WIITALA, Kiira Dawn *WILLIAMS, Camryn Alexandra WILSON, Mika Elisabeth WYVILLE, Cassandra Kathleen YOUNES, Selena Tilda *ZARETZKY, Zoe Amber Marie ZECHNER, Mylee Ann Rose Honours Bachelor of Social Work BEGALL, Mandy Lynn *CARTER, Elizabeth April CONWAY, Samantha Marie *DESBIENS, Alyssa Mae DOLISKA, Kayla Marie Page | 22 �*EDWARDS, Lisa Marie *GLOUSHER, Jillian Paige Concentration in Indigenous Learning GOODE, Tyler Patrick Minor in Indigenous Learning GOVIER, Keira Valerie *HEMINGWAY, Chloe Michelle *HILL, Ricki Anne HOOKE, Olivia Katherine Ann Minor in Political Science *ILLSON, Lindsey Dawn Minor in Psychology JOSHY, Aleena Mary KAPLANIS, Ashleigh Lauren Minor in History *KILGOUR, Hannah Bethany LANGTRY, Kelsey Grace LAPLANTE, Sarah Mariah LEACH, Denver Jerald Minor in Psychology *MAKI, Destiny Dawn SUNIL, Sayona SWANSON, Amy Morgan *WYMAN, Jennifer Dawn Gii Gashkatoon Gii Kendaaswin Mazina'igan: Indigenous Nurses Entry Program LYON, Nikita Page | 23 � https://digitalcollections.lakeheadu.ca/files/original/e78d6ce40d3846e28be4ccb9b7f31c65.pdf a84253c6c6d00888e51e160895f50aee PDF Text Text Graduating Class of 2025 Ceremony 3 - Friday May 30, 2025 (9:00 am) Hello. We are delighted to welcome you, your families, and friends, as we celebrate your achievements at Lakehead University. Today we celebrate the success of your academic achievements! We are please to announce the following list of graduates from the following Faculties: • Faculty of Natural Resources Management • Faculty of Science and Environmental Studies • Faculty of Social Sciences and Humanities ~ Faculty of Natural Resources Management Doctor of Philosophy LAVIGNE, Jonathan Forest Sciences Dissertation: Industrial Residuals in Land Reclamation - Enhancing Soil Recovery and Ecological Function in Disturbed Glacial Soils ONIRETI, Olaronke Omotayo Forest Sciences Dissertation: Interactive effects of photoperiod, soil moisture and carbon dioxide on ecophysiological traits of yellow birch (betula alleghaniensis) Master of Forest Management AMIHERE, Antoinette DANSOA, Josephine FOKUO, Tabitha GURUNG, Manisha Page | 1 �JEBAMONY KALAMARY, Mersha Jeslin JOHN KENNEDY, Celestina JUI, Homaira MEHDINASAB, Azamalsadat MANJALY, Bibin Paul NASIR, Turabi Master of Science in Forestry STARR, Sam Thesis: The Effect of Land Conversion from Forest to Agriculture on Soil Health Indicators in Rainy River, Ontario Honours Bachelor of Science in Environmental Management *CRIBBY, Katelyn Specialization in Wildlife Conservation and Management *DE LA MOTHE, Sam Michael Specialization in Wildlife Conservation and Management DEVERELL, Caden John Specialization in Wildlife Conservation and Management GATT, Sabrina Rose Specialization in Wildlife Conservation and Management *GIROUX, Luke Joseph Specialization in Wildlife Conservation and Management *GODDEN, Brooke Emily Specialization in Wildlife Conservation and Management MCCHRISTIE, Nathan Ryan Specialization in Wildlife Conservation and Management RANDALL, Eric Alexander Specialization in Wildlife Conservation and Management *THOMSON, Ethan Garret Rolf Specialization in Conservation Planning and Management Honours Bachelor of Science in Forestry *BILOSKI, Scotia Rae Specialization in Forest Health and Protection BOUGHN, Samuel Lorne Brown Specialization in Forest Health and Protection Page | 2 �CLARK, Taylor Specialization in Forest Management *DAVIDSON, Stephanie Ann Specialization in Forest Management *GILBERDS, Damien Bruce Lee Specialization in Forest Management JONES, Dorsey Atkin Specialization in Forest Products and Marketing KIM, Beom Specialization in Forest Health and Protection LEAR, Caden Matthew Specialization in Forest Health and Protection *MACEWEN, Wyatt William Specialization in Forest Health and Protection *PLOURDE, Sarah Mylene Specialization in Forest Management RAFIQ, Haider Jamal Specialization in Forest Management *SWINN, Madeline Specialization in Forest Health and Protection WU, Guyue Specialization in Forest Health and Protection YIN, Qingshan Specialization in Forest Products and Marketing Faculty of Science and Environmental Studies Doctor of Philosophy AFRA, Behrooz Biotechnology Dissertation: Flow Control of Low-Reynolds Number Airfoils Using Morphing Surface KAUR, Navneet Chemistry and Materials Science Dissertation: Photonic Sensor Based on Surface-Enhanced Raman Scattering for the Detection of Trace Chemicals MAO, Yang Chemistry and Materials Science Dissertation: Development of Small Molecules Targeting GPCRs (PAR2 & LPA1) for Potential Use in Cancer Diagnosis and Therapy Page | 3 �VARSHA, Varsha Chemistry and Materials Science Dissertation: Development of Mid-IR Laser Master of Arts AHMAD, Md Mustak Economics BILLO, Anwirin Joy Economics JAMES, Oowo Laura Economics KHAN, Mithun Economics MAHUVE, Heavenlight Economics TREHAN, Jasleen Economics Co-operative Option UMUTONIWASE, Nice Economics Master of Science BHOGARAJU, Vamsi Computer Science BOOMINATHAN, Arvind Chidambaram Computer Science Thesis: Integrating Multi-omics Data via Latent Space Construction for Breast & Bladder Cancer Analysis CHACKO, Renjith Eettickal Computer Science CHAKRAVARTY, Aniruddha Computer Science DUTTA, Anik Computer Science FAKHAR, Usman Computer Science Thesis: GraphSAGE-based Approach for Age-specific Multi-omics Biomarker Identification in Bladder GOPI, Rithika Computer Science Page | 4 �HATKAR, Tanmay Sunil Computer Science ISHAQUE, Samia Computer Science KAKIMOV, Rustem Computer Science Thesis: Upward Book Embeddings of DAGs: Constraint-Based Methods and Embeddability Analysis KOMPELLA YAJNA, Sai Santosh Computer Science KORUKONDA, Vivek Computer Science KOSHY, Jithin Reji Computer Science KUNDURU, Sai Asritha Computer Science KUSHAL, Kushal Computer Science LAUREIJS, Olivia Pauweliena Alde Archaeological Science Thesis: The radial wrist as a morphological and functional unit in extant African apes and humans LINGAREDDY, Nalini Gururaddi Computer Science LIU, Yanxu Computer Science NAGARAJAN THIRUPPATHI, Thanesh Computer Science NAMINENI, Sai Vishal Computer Science ORDOÑEZ AGUERO, Carlos Alberto Computer Science PALA, Gowthami Sai Sree Pooja Computer Science PAREKH, Aayush Nehal Computer Science PATHARE, Pooja Computer Science Page | 5 �RAMIGANI, Tharun Reddy Computer Science SEKAR, Tharun Computer Science SERRACIN MARTINEZ, Abel Computer Science SHAIK, Nethan Computer Science SHANKAR, Supprethaa Computer Science SHUBHAM, Shaksham Computer Science SINGH, Amandeep Computer Science SINGH, Jaspreet Computer Science SINGH, Sukhjeet Computer Science SINGH, Yuvraj Computer Science SIRASANAGANDLA, Vamsi Computer Science TOUGH, Georgina Biology Thesis: Investigating the use of paper mill residuals as agricultural soil amendments in Thunder Bay, Ontario VENKATRAMAN, Santosh Computer Science VINODH KUMAR, Tarun Computer Science WARNAKULASURIYA, Nimasha Computer Science YU, WEI Computer Science Honours Bachelor of Arts *BLAKELY, Joanna Geography Minor in History Page | 6 �*DOWLING, Meilan Anthropology HENDERSON, Amanda Mae Anthropology Minor in Sociology *MOOREY, Paige Raven Anthropology *PHILLIPS, Darion Economics and Political Science RAINFORD, Megan Elizabeth Anthropology *TRAER, Heidi Caroline Mathematics Bachelor of Arts *CALDER, Spencer Jason Economics and Political Science *GURBANLI, Ruhiyya Economics MASSIE, Dylan Paul Economics *TURPIN, Tyler Jordan Economics Honours Bachelor of Environmental Science *BROSSEAU, Marissa Krista Biology HARRIS, Paige Ellisa Biology MEYER, Rianna C Biology *WILSON, Natalie Theresa Biology Honours Bachelor of Environmental Studies *ESSEX, Keira Lyn Geography Page | 7 �Honours Bachelor of Science ARRIL, Beth Anna Biology *BHABA, Kartik Computer Science BHATT, Kshitij Kiran Computer Science *BLAGDEN, John Angelo Computer Science *BOSCH, Isabella Chiara Biology with Concentration in Neuroscience BRUNSON, Adaire Computer Science Co-operative Option *BUXTON, Adrien Applied Life Sciences *CANCADE, Alexis Bryn Biology *CHILAKALA, Sai Ajay Computer Science *CHUDASAMA, Drashtant Computer Science Co-operative Option *CLARA, Benjamin David Biology COATS, Cameron Angus Geology *COCEANCIC, Sandra Kirsten Biology with Concentration in Biodiversity and Conservation DEV, Gaurav Computer Science *DIGIUSEPPE, Matteo John Applied Life Sciences with Concentration in Biomedical Sciences *DOBSON, Jett Evan Physics with Concentration in Biomedical Physics *DOUGLAS, Aislyn Rose Lorraine Applied Life Sciences with Concentration in Biomedical Sciences Page | 8 �*GABRIELE, Jordan Ellis Anthropology *GILES, Garrett Raymond Computer Science GRAHAM, Kyle Bruce Computer Science Co-operative Option *HARDER, Mackenzie Renee Applied Life Sciences with Concentration in Biomedical Sciences *HASNAIN, Mahmood Shah Ashfaqul Computer Science Specialization in Game Programming Minor in Mathematics HUNNY, Fnu Computer Science *JACKSON, Parker Logan Computer Science Specialization in Game Programming JOHN, Isiah Sydney Geology *LAWSON, Benjamin John Chemistry with Concentration in Medical Sciences Minor in Biology *LE, Gia Hieu Computer Science Minor in Mathematics LE, Tam Minh Biology with Concentration in Neuroscience *LEHTO, Aiden Peter William Chemistry with Concentration in Medical Sciences *LELOND, Shanna Maria Biology *LOMBARDO, Claudia Emma Biology *LYONS-BARNEY, Isaac Computer Science *MARTIN, Emily Biology Page | 9 �*MCDONAGH, James William Xiang Computer Science Specialization in Game Programming MEMON, Samir Anwar Computer Science *MISHRA, Abhinav Computer Science *MOTIYANI, Harshkumar Kamleshbahai Mathematical Physics Minor in Mathematics *MURRAY, Bayze Telford Geology OLIVARES HERRERA, Malakai Nadya Biology with Concentration in Biodiversity and Conservation *ORIECUIA, Nicholas Matthew Biology and Chemistry *PALAHNUK, Emily Ann Biology with Concentration in Biodiversity and Conservation PAREIRA, Carron Computer Science Minor in Mathematics *PARKER, Emily MacKenzie Applied Life Sciences with Concentration in Biomedical Sciences *PARMAR, Shikha Shashi Computer Science *PATEL, Havan Mukeshkumar Computer Science *PATEL, Janviben Computer Science PATEL, Om Nileshkumar Computer Science *PRINCE, Taylor Aspen Biology and Chemistry PUTMAN, Daniel Robert Geology RAJALATHAN, Prishaa Kajalucksmi Applied Life Sciences with Concentration in Biomedical Sciences Page | 10 �RAYNOR, Hamish Pierson Hope Geoarchaeology RICHARDS, Grace Victoria Biology *ROBINSON, Marjorie Louise Jane Biology with Concentration in Biodiversity and Conservation *SANTAMARIA RODRIGUEZ, Emilio Daniel Computer Science *SHAW, Timothy Michael Computer Science Minor in Mathematics *SLAUBAUGH, Sierra Danielle Chemistry SONANI, Janvi Maheshbhai Computer Science *STEVENS, Lauren Marie Biology with Concentration in Neuroscience *STEWART, Jennah Eliza Anthropology *TANG, Yufei Mathematics *TAYLOR, Sarah Biology with Concentration in Plant Sciences *TRINH, Henry Cong Applied Life Sciences VAISHNAV, Gyan Computer Science *VARGAS RUIZ, Paulina Biology with Concentration in Neuroscience *VATAMANELU, Angelina Maria Biology with Concentration in Biodiversity and Conservation WEISE, Emily Darlene Chemistry WILLMORE, Ethan James Applied Life Sciences WRONOWSKI, Megan Ann Biology with Concentration in Animal Sciences Page | 11 �Bachelor of Science 4 Year AJITH, Anagha Applied Life Sciences with Concentration in Biomedical Sciences KAINEMBABAZI, Joanna Geology ZENIA, Shaheen Applied Life Sciences with Concentration in Biomedical Sciences Bachelor of Science AMBALIYA, Tanvi Rasikbhai Computer Science BARAIYA, Hirva Hiteshbhai Computer Science BEALS, Keelin Bryn General Program *CERVI, Dante Alexander General Program CORDONE, Amanda Kimberley General Program *DAI, Yiran Mathematics GHOJOGH, Aydin Computer Science GIGI, Gia Biology GILES, Garrett Raymond Mathematics HARRI, Cameron William Stanley General Program HRIDY, Redowana Rashid Computer Science JAIN, Angelena Sara Biology *JIANG, Shujing Mathematics KAHAR, Dhrumil Motilal Computer Science Page | 12 �KHAN, Tawhid Ashfaq Computer Science *KHOKHANI, Krish Manish Mathematics *LI, Haoran Mathematics MACLEAN, Guinevere Theodosia Physics *MCDONAGH, James William Xiang Mathematics MCTAVISH, Rachel Lynn Natural Science MISTRY, Kamal Balvant General Program O'HARE, Payton Colleen Natural Science PINTO, Royston Allwyn General Program POTLAPALLY, Abhinaya Computer Science *SCOTT, Emma-Lee Jane Clare Geography *SEMPLAY, Sunil Computer Science SUTHERLAND, Callie Frances General Program TAMRU, Abel Mickial Computer Science TOMS, Mariza Biology VORA, Chaitya Nishit Computer Science *WANG, Zhenni Mathematics *XING, Pei Zhi Mathematics Page | 13 �Gii Gashkatoon Gii Kendaaswin Mazina'igan: Indigenous STEM Access Program ARNAQJUAQ, Haily RILEY, Daneille Faculty of Social Sciences and Humanities Master of Arts APPIAH, Evangelina Social Justice Studies BOUCHARD, Jennifer Ann May Social Justice Studies CAMPBELL, John Farley History DUBE, Trista Mary Arlene Social Justice Studies GLEDHILL, Danielle Gloria Social Justice Studies GREENBERG, Shannon Social Justice Studies Specialization in Gender and Women’s Studies HELMER, Tiffany Rose English and Cultural Studies Specialization in Gender and Women’s Studies JOKINEN-PACKER, Nikos History KADOLPH, Mitchell Peter History KAKEGAMIC, Rachel History MANNING-MAYFIELD, Brianna Yvonne Social Justice Studies MENSAH, Beatrice Pokuaa Sociology Specialization in Social Justice Studies MIREAULT, Heather Social Justice Studies Page | 14 �MOK, Vivian Social Justice Studies MONTALBAN, Jocelyn Nicole Social Justice Studies NICHOLS, Jason Robert Paul History NOGARD, Hali History OVERSBY, Maya Mairead Social Justice Studies OWCA, Preston Jonathon Social Justice Studies ROGERS, Hilary Ann Social Justice Studies SABOURIN, Patrick Sociology Specialization in Social Justice Studies SAPKOTA, Dirgha Narayan English and Cultural Studies SHANTO, Arafat Alamgir History WILKINSON, Scott Sociology WINGROVE, Alyssa Jaimee English and Cultural Studies WOODS, Stefani Nadine Social Justice Studies Honours Bachelor of Arts ARELLA, Sarah Elizabeth English *ARIFIN, Katya Margaret English Minor in Indigenous Learning ARMSTRONG, Kirsten Elizabeth Political Science (Pre-Law) Minor in Criminology *BEEBE, Darrah Ashleigh Paige History Page | 15 �*BHOLA, Tristan Krishna Bhikam Political Science (Pre-Law) BJORKLUND, Tara French *BOARDMAN, Eve Adele Political Science (Pre-Law) BRITT, Brandon Joseph Political Science *EXCE, Ossman Danger Philosophy Minor in Indigenous Learning FERGUSON, Kira Bettie History FORTIN, Maxime Nicholas French *FREDRICKSON, Riley Elizabeth Gender and Women's Studies *GARCIA RODRIGUEZ, Gianella Political Science (Pre-Law) *GAUTHIER, Joshua French and History GRAHAM, Dawson August Grant History *HAMAR, Katerina Political Science (Pre-Law) *HARTLEY, Katherine Music JIANG, Yuxin History *JUTILA, Emma Lynn English LABONTE, Shantay Leena Political Science (Pre-Law) LAMBERT, Brynne Vawn English LARRETT, Hailey Anastasia History Minor in English Page | 16 �LEHTO, MacKenzie Lea English *LINDER, Ashley Sociology LISI, Orion English MACDOUGALL, Jessica Kayla English MARTIN, Haley Alicia History MAYER, Jillian Amelia English Minor in History MCGIRR, Juliet Elizabeth Sociology MIDWOOD, Andrew Frederick Donald History *NEILL, Franca Anne Political Science (Pre-Law) Minor in Gender and Women's Studies OLIVER, Carter Richard Douglas History and Political Science PAGE, Kristofer Connor History *PARKIN, Owen Gregory Political Science (Pre-Law) Minor in History PATTERSON, Justyne Rose Frances English *PFEIFER, Kendra Diane Political Science (Pre-Law) Minor in Sociology POILE, Zachery Joseph Political Science (Pre-Law) RICHARDSON, Cohen Political Science (Pre-Law) ROBERTS, Skyler English and History Page | 17 �*ROWAT, Andrew Kenneth Sociology and Gender and Women's Studies *RUSNAK, Eric Michael History and Philosophy SANTERRE, Nicole Gisele Political Science (Pre-Law) *SCHIRA, Shelby-Lin Annette Music SLUGGETT, Rachel Kate History SOBERING, Tyler Alexander English Minor in Philosophy SOLOMON, Michele Bernadette Indigenous Learning ST JACQUES, Natalie Helanna Music *TALBOT, Madison Grace Political Science and Gender and Women's Studies *TASSONE, Sarah Katelyn French Minor in History VISSER, Caitlan May History Minor in Psychology WESLEY, Erin Kelly English *WETENDORF, Joshua Nicholas History *WOOD, Olivia Justine History Minor in Philosophy *YAU SHENG, Chin Political Science Bachelor of Arts AIELLO, Baldino Jordan Sociology Page | 18 �*ANDRESEN, Matthew Ivar History *ANGUS, Alyssa Marcela Indigenous Learning ANSTEY, Lilya Erin Sociology BANNING, Izzabella General Program BENNETT, Liadan History BOLAND, Sylvia Anne Sociology BROWN, Ava-Mae Doris Political Science (Pre-Law) CAMPBELL, Madelyn Louise French CAMPBELL, Miranda Sociology *CARON, Alyssa Augustine Diane Political Science (Pre-Law) CARRASCO, Tait Josiah David Political Science (Pre-Law) *CLENDENNING, Calie Indigenous Learning *CLOWES, Danica Marie General Program CORY, Hayleigh Beth General Program *DELICATE, Adira Rachel History *DUGUAY, Ethan James General Program FARIA, Julia Isabelle French *FAYE, Robin Skya Indigenous Learning Page | 19 �FLEMING, Sheri Leah General Program FOREST, Anne Shiona General Program *GILBERT, Jade Visual Arts GILCHRIST, Ashley Elizabeth French GOODMAN, Josephine Mary Ann General Program HARDY, Cameron Anthony Sociology HOLFORD, Cicely Jacqueline General Program *HUNTER, Katherine Elizabeth Sociology KAKEPETUM, Darlene Lou General Program KARDACZ-FILOGRANA, Cassandra Sophia Elizabeth General Program KINGSTON, Dylan Tod General Program *MACLAURIN, Kyle Douglas Political Science (Pre-Law) *MACLEOD, Hailey Juila General Program MAO, Ruohui Sociology MARTYNYUK, Oskar-Arsen Arsen General Program MAWAKEESICK, Nancy General Program *MEGAN, Melissa General Program *MILLETTE, Emilie Josee General Program Page | 20 �*MYLLYMAA, Katia Joan Alexandra General Program NASH, Hannah Rae Political Science OBILAJA, Ifeoluwa Uzochgoziri General Program *OLSON, Paige Elizabeth Philosophy PLANT, Shayleigh Marion History RAD, Ezekia Indigenous Learning RENN, Noah Political Science RIPLEY, Tanisha General Program *ROBINSON, Gillian Enid Political Science (Pre-Law) SIMMONS, Bryanne Sarah History SKEAD, Wanda Indigenous Learning SOFEA, Jada Breeze Indigenous Learning STANTON, Grace Genevieve General Program STIENKE, Cassie Veronica General Program STROMNESS, Emily Anne Sociology *TALPADE, Simran Political Science (Pre-Law) TROULINOS, Haralambos Philosophy TURNER, Allison Karen French Page | 21 �UPADHYAY, Krushali General Program WALKOSKI-FAETZ, Taylor Lynn Gender and Women's Studies WILLIAMS, Jestina History Honours Bachelor of Fine Arts BEAUVAIS, Veritie Anna *CHASSE, Alyson Aisling Marie *GEROLAMI, Ashley Alexandra Lynne Minor in English *GILBERT, Sara Mae Marie *KIM, Alannah Narae Honours Bachelor of Music *CLARK, Sarah LEUTSCHAFT, Matthew Victor Johnathan *PICARD, Ailiin Vivien Honours Bachelor of Outdoor Recreation CASASANTA, Isabella Victoria *CRONK, Julianna *FERNANDES, Vanessa Pacheco HARRIS, Zachary Warren Minor in History *KELSO, Jared Bryan MACLEOD, Jillian Christina *MCTAVISH, Rachel Lynn MOYER, Samuel Dalton Arthur *PAUL, Cassandra Janine *PETSNICK, Helene Ruth SKINKLE, Jack Michael WALKOSKI-FAETZ, Taylor Lynn Page | 22 �Gii Gashkatoon Gii Kendaaswin Mazina'igan: Indigenous Transition Year Program ELLMAN-BIG GEORGE, Jason HANSEN, Augustina HARPER, Tessa KAABESTRA-WHITE, Ashlen KUSZNIER, Destiny LITTLEPOPLAR, Kayla MAWAGEESICK, Malakai MCKAY, Creedence MEEKIS, Breanne MEEKIS, Dunesheia MORRISEAU, Valen MOWEGEJICK, Raven SERGERIE-SUTHERLAND, Faybel STEVENSON, Ashley SUGANAQUEB, Jericho WILLOUGHBY, Athena YELLOWHEAD, Kyle Page | 23 � https://digitalcollections.lakeheadu.ca/files/original/0cf79f8e362372b2d127514a5612fac1.pdf 4601a55070a41c21899040b7f79890f7 PDF Text Text Graduating Class of 2025 Thursday June 5, 2025 (11:00 am) Hello. We are delighted to welcome you, your families, and friends, as we celebrate your achievements at Lakehead University. Today we celebrate the success of your academic achievements! We are please to announce the following list of graduates from the following Faculties: • Faculty of Business Administration • Faculty of Education • Faculty of Engineering* • Faculty of Health & Behavioural Sciences • Faculty of Science and Environmental Studies* • Faculty of Social Sciences and Humanities *includes graduates from the Lakehead University-Georgian College Partnership. ~ LAKEHEAD-GEORGIAN PARTNERSHIP FACULTY OF ENGINEERING Bachelor of Engineering ANNECCA, Ryan John Electrical BALACHANDRAN, Maathulan Latha Electrical BRANT, Parker James Electrical Page | 1 �DREW, Mitchell Joseph Delmar Electrical HASSAN, Mohammad Mohtasim Electrical JONAS, Krista Irene Electrical LANCIONE, Alyssa Kaley Electrical *O'LEARY, Tanner Dean Electrical TENOSO, Willy Rex Oliver Electrical FACULTY OF SCIENCE AND ENVIRONMENTAL STUDIES Honours Bachelor of Arts and Sciences *HESSER, Paula Marie Environmental Sustainability *HOEPP, Liam Eric Environmental Sustainability KIRBY, Bronwyn Annemiek Tiessinga Environmental Sustainability *MCELROY, Colleen Lily Environmental Sustainability NGUYEN, Danh Hiep Environmental Sustainability *SCHAT, Brin Fiona Prinzen Environmental Sustainability SHRUM, Matthew Robert Environmental Sustainability *SIMPSON, Cheyenne Rose Environmental Sustainability Bachelor of Arts and Sciences 4 Year BAKER, Jordyne Environmental Sustainability PRESSEY, Ethan John Environmental Sustainability Page | 2 �Honours Bachelor of Science *BECK, Preston Glenn Computer Science *BEREZHNOY, Michael Computer Science CUMMINS, John Computer Science FLORES, Xavier Christobal Computer Science *GOMBERG, Idan Computer Science *HAUTH, Corbin Anthony Applied Life Sciences *HILES, Connor Edwin Applied Life Sciences JOHNSTON, Lindsay Lorraine Applied Life Sciences *KAMAL, Yama Computer Science *KROPF, Desmond Lavon Computer Science LA CHANCE, Mystique Mary Applied Life Sciences LENTINI, Andreas Computer Science *MCELROY, Connor Stevens Computer Science MERDZIK, Dominik Tomasz Computer Science MILES, Tyler Harke Computer Science *MOLCZANSKI, Paul Jacob Computer Science *PALMER, Akeem Computer Science REDMOND, Colton Jessie Applied Life Sciences Page | 3 �*ROSANELLI, Michael Luca Computer Science *SOUVANLASY, Andrew Pachara Computer Science STEVENSON, Quinlan Monroe Computer Science VALENTINE, Rebecca Alexandria Applied Life Sciences *VAN, Tuany Computer Science Minor in Environmental Sustainability VAN WIERINGEN, William Gregory Computer Science *VEILLEUX, Christopher John Computer Science *WYER, Tyler Computer Science *ZHLEZNOV, Aleksandr Computer Science Bachelor of Science 4 Year OERTEL, Samantha Jean Angelikia Applied Life Sciences ORILLIA CAMPUS FACULTY OF BUSINESS ADMINISTRATION Honours Bachelor of Commerce ALEJANDRO, Ma Shane Angela Patane Business Administration *COLLINS, Noah Samuel Business Administration EAKINS, Daniel Reid Business Administration GONZALEZ CHACALTANA, Nicolas Alejandro Business Administration Minor in Finance Page | 4 �*GOWSELL, Owen Braden Paul Business Administration Minor in Finance HAMDAN, Hadi Business Administration Minor in Finance *HUMMEL, Sarah Ann Business Administration Minor in Finance HURLEY, Sarah Anne Business Administration MCLEAN, Matthew Jacob Business Administration *MIEBAI, Hephzibah Tarefegha Amira Business Administration Minor in Finance *NING, Xiaoying Business Administration *PATEL, Aaisha Dilawar Business Administration *RYAN, Emma Ann Business Administration Minor in Finance *SHEPPARD, Jack Gordon Donald Business Administration Minor in Finance *TOMAS, Rene Joseph Business Administration Minor in Finance Bachelor of Administration KHANANISHO, Samantha *PROTHMANN, Evangeline Victoria WONG, Trevor ZHOU, Siyu Management Page | 5 �FACULTY OF EDUCATION Master of Education BELLAND, Samantha Education for Change Specialization in Social Justice Education CERVO, Adrianna Ermelinda Education for Change Specialization in Indigenous Education DA SILVA, Nicoletta Teresa Sophia Educational Studies DE PASS, Shaenice Education for Change Specialization in Social Justice Education ELKHALIL, Sheema Educational Studies IAMPIERI, Shannon Esther Educational Studies JANISSE, Karly Education for Change Specialization in Social Justice Education KLOBUCAR, Rosemarie Educational Studies LO, Adrian Edward Educational Studies MCNISH, Shy-Anne Education for Change Specialization in Social Justice Education PALACIOS, Stephanie Education for Change Specialization in Social Justice Education SAPRA, Chirag Vishu Educational Studies SARGENT, Lindsay Michelle Education for Change Specialization in Environmental and Sustainability Education SEVERN, Melissa Caitlin Education for Change Specialization in Indigenous Education Page | 6 �THOMPSON, Tatiana Education for Change Specialization in Social Justice Education Thesis: Spaces of Possibility – Transmasculine Representation in Contemporary Media Bachelor of Education *AARTS, Hayley Maria *ADRIAN, Jessica Charis ALEXANDER, Stephanie *ALLIN, Justine Katherine *ANDRADE, Andrew Technological Education *ANJUM, Liala *ANTIC, Alexander *ARBID, Mariamna *ASGARI, Salomeh *ASHLEY, Adam Wilkinson Technological Education *ASIF, Anusha *ATKINS, Isobel Pearl *AUCOIN, Lauren Victoria AUDET, Ashton William Lee *AUSTIN, Jessica Margaret AZAM, Momil *BABCOCK, Lindsay Sharon *BADER, Emily Margaret BAGRI, Gurdeep Singh *BAHEERATHAN, Magisha *BAIANO, Zelda Eden *BAKER, Jessica M *BALAS, Deanne Louise *BALL, Katelyn Janine Page | 7 �*BARACH, Parker Shirleigh Skelding *BARTLETT, Jennifer Elizabeth BASIL, Diya BATOOL, Zahra *BECK, Jack Joseph *BELAIRE, Taryn Nicole *BELANGER, Barbara Lynn Technological Education *BELANGER, Brendan *BENGERT, Daniel Jacob *BENNETT, Vanessa Jo *BENVENUTO, Angelica Maria *BERNARD, Diandra Elaine *BERROA, Jaylen Marlis *BERTINATO, Mikayla Rose *BETTENCOURT, Darren *BIAMONTE, Sabrina Maria *BIEMANN, Sarah Theresia *BIGGS, Jade *BISHOP, Abigail Hardy *BLACK, Madison Victoria *BLOGG, Adrian Donald *BLY, Jessica Kathlena *BOURBON, Samantha Juliana *BOYD, Ashleigh Justine *BOZOLASCO, Bettina Maribel BRANCH, Nicole BRIERLEY, Hannah Frances Page | 8 �BROUILLARD, Taylor Ashton BROWN, Addisan *BROWN, Izabelle Eleanor *BROWN, MacKenzie Paige *BROWN, Sheridan Taylor *BRUSBY, Lauren Elizabeth *BUGAI, Olena *BULLOCK, Kelsey Grace *BURKE, Graydon Brian James *BURTON-VULOVIC, Margaret CADIEUX, Megan *CANNONS-HURLEY, Elizabeth Gwendolyn CARTER, Lara Grace Fisher *CASSAR, MacKenzie *CASTELLANO, Jennifer *CAVALLO, Julia *CEA-BERRY, Christina Marie CEKIC, Zeynep *CERDA, Emelyn Jeralee *CHERNISHENKO, Natasha Janine *CHINN, Lauren Delaney CINO, Alessandro Stefano *CIPRESSI, Alisa Nicole *COLASANTI, Esther Joanna *COOK, Esme Amelia COOMBS, Ethan Jose-Manuel *COVER, Alaina Rose *CRAIG, Lisa Melody Page | 9 �*DASILVA, Michael Paul DAVIDSON, Aidan William *DAWSON, Camryn June *DE JESUS, Mikaela Cidalia DE SILVA, Kaluhara Dewni Lakna *DEGEER, Allison Eve *DELABBIO, Sarah Jane *DELAIRE, Nicole Allyn *DELUCA, Patricia Amanda *DI TULLIO, Benjamin Joseph *DINSMORE, Jackalyn Eva *DIRVARIU, Francesca Ioana *DISTEFANO, Julia Gaspera *DMITRUK-COOK, Samuel Joel *DOBKO, Kevin Jaime *DOBSON, Sydney DONALD, Courtney Lorraine *DOSMAN, Sarah Michelle *DOUGHERTY, Lisa Donna Nicole *DOUCETTE, Rebecca *DOWLING, Joseph Tyler *DOYLE, Kobe Kaden DULAY, Anit *DURETTE, Michaela Ann *DWINNELL, Kristoffer Robert EDGAR, Blake William *EL-CHAMI, Rachel *ELLIOTT, Lauren Louise Page | 10 �ELSON, Calvin Mark *EROCHKO, Matthew John *ESPLANA, Elizabeth Ann *EVANS, Emily Catherine *EVANS, Natalie Catherine *FARID, Salma *FAZEKAS, Megan Paige *FEDERICO, Jaida *FIRTH, Nicholas James *FONTES, Paula Eduarda *FOSTER, Bethany Dianne *FRANCIS, Grace *FRANZIN, Joseph Jack FURYK, Sarah Elizabeth *GABRYS, Aura Marija *GALLIMORE, Tory Lynne *GALVEZ, Tran *GANTER, Bradley Peter GARD, Joseph Jack GARFORTH, Sasha Paige *GASCHO, Kyle Ian Scott *GATES, Ryley *GAUTHIER, Brooklyn Elizabeth *GEORGES, Joanna *GERRITSEN, Nashoba Johannes *GERVAIS, Alyse Michelle *GIBSON, Sarah Jordan *GIDGE, Luca Caroline Page | 11 �*GILL, Jasmeen Kaur *GIRARDO, Daniel Joseph Primo *GODDARD, Emma Rebekah *GOLDSWORTHY, Megan Ann *GORI, Jacqueline Marie *GRANGER, Simon Radford Hall *GRANT, Rory Samantha GRANT, Jennifer Leah *GREGORIO, Jessica Danielle Franco *GREGORIS, Meaghan Anne *GRIECO, Julia Francesca *GUTIERREZ, Justin Thomas *HAHN, Adam William *HALL, Haley Marie HARMANTAS, Alexander *HARRINGTON, Elizabeth Ellen *HARRISON, Martina Betty *HARTOG, Sierra Seantel *HAWKER, Kate Dianne *HAWKINS, Hunter Stewart *HELIOTIS, Vivian Kristina HELLYER, Hayden Miller HENDERSON, Rylee Frances *HILDRED, Emma Ainsley *HINKSMAN, Kate-Lynne Emma *HODGINS, Jacob W *HOEHNER, Anastasia Toula *HOLDSWORTH, Kyleigh Page | 12 �*HORLINGS, Mackenzie Madison *HUSKA, Dina *HUTTON-WALKER, Shianne Madison *ILES, Emma Noreen *JACK, Kassidy Lynne *JACKSON, Amanda Elizabeth JANSSEN, Camille Marie *JAREMKO, Holly Dawn *JAVANAINEN, Alana Kyra JOHANNINK, Paige Brittany *JOHN, Prashanth George JOHNS, James *JOHNSTON, Olivia Hope *JUHASZ, Adam Steven KAHLER, Connor Jacob *KANE, Danielle Amelia Rose *KEARNEY, Meaghan Catherine Loveday *KELL, Jennifer Ann *KELLY, Tracy Lyn *KENNEPOHL, Sophie Marie *KHAN, Marwah Ayub *KILEY, Kaci Loretta-Mae *KNUFF, Caelyn Sandrea *KOCH, Kevin Andrew *KRUL, Olivia Kimberley *LA PORTE, Kalanie Hilda Helene *LALANDE, Taliah Marie Lyn *LALONDE, Rachel Teresa Page | 13 �*LALONDE, Renee Claire *LANC, Greggory *LATKOLIK, Emily *LATOSKI, Lauryn Margaret *LAWSON, Erin Lynn *LECLAIR, Ashley LEBLANC, Gillian Grace *LEDSHAM, Megan Marlene *LEIS, Caitlin Dawn *LEONARD, Hannah Faith *LEONARD, Jordan Lee *LIMA, Megan Constance *LINHARES, Jacklyn Ponte *LINK, Kennedy LO, Dustin Lok Man *LUTZ, Caleb Jaiden *LYNCH, Emma Jane Charlotte *MABLEY, Holly Emma *MAC FARLANE, Doris Paige *MACINTYRE, Kendyl Elizabeth MACLAG, Christian Samuel *MACLEOD, Sean Elizabeth Jeanne *MANKOO, Parleen Kaur *MARAVI, Kendra Charlize *MARK, Hanna Mabel *MARSH, Anne Elizabeth MARTIN, Jane *MARTIN, Krista Lee Page | 14 �*MASTROPAOLO, David *MATTHEWS, Tobias Christopher *MAUCA, Jennifer Lee *MCAULEY, Kathleen Taylor *MCFADDEN, Shelby Lorraine *MCKEEGAN, Kathryn *MCLEAN, Evelyn MCNEIL, Alec Steele *MCPHEE, Riley Alan Fredrick MEDEIROS, Nicholas Anthony *MESCHINO, Matthew *MICALLEF, Ashlyn Marie *MICKOSKI, Thomas *MILLIGAN, Averie Lynn *MILNE, Thomas Edmund MacKenzie *MIRRLEES, Emma Elizabeth Ann *MISSEL, Amadore Karen *MLINAREVIC, Kristina *MOHAMMAD ZADEH YAGHCHI, Shahnaz *MOORE, Jessica Lynn *MORRIS, Shayna Rebecca *MORRIS, Stephanie Francoise *MORTLEY, Rachael Elizabeth *MULUGETA, Zacharias Soressa *MURRAY, Chelsea *MUSSMACHER, Natasha Paige NAVA, Arianna *NELLES, Bridget Page | 15 �*NG, Cheska Nicole *NIXON, Heather *NORTHEY, Tyne Emaleen *NYE-PETRONE, Tyrone Edward *O'FLAHERTY, Margaret Mary OBADA, Abdullah Ali *OKE, Lindsay Marie *OUELLETTE, Bethany Margaret *PACITTO, Midiana *PALUMBO, Martina Rose Cornelia *PANCZENKO, Nicholas Serhiy *PAOLUCCI, Michael Joseph *PARENT, Jacob Neil *PASCHKOWIAK, Christine Mary *PECCHIA, Domenic *PETERSON, Elizabeth Catherine *PHILLIPS, Lauren Julia *PIGEON, Bria Isabel *PILEGGI, Nicolai Fernando Technological Education *PITRE, Cole Ronald PITTARI, Anthony David *PLATER, Morgan Elizabeth *PONFERRADA, Kyla Jennelle *PONTONI, Lauren Melissa *POOLE, Janice Linda *POZZOBON, Victoria Nikole PREM, Aneeta Page | 16 �*PRIDMORE, Julia Sophie *PRINCE, Kathryn *PRZESIECKI, Evan Robert *PSIHOGIOS, Megan Kayla *PYKE, Jennifer Lynn *RAHEJA, Saniya *RAHMON, Nicholas Anthony *REDMOND, Isabella Christine *REYNOLDS, Sabrina Nicole *RICHARDS, Ashley Sarah Elizabeth *RIVAIT, Jasmyn Jaide *RIZZUTO, Paul *ROBERTS, Taylor Louise *ROCHA, Natasha Marie RODGER, Weston James Nathaniel ROGERS, Shane Michael *ROLEFF, Alicia Daila Anne *ROMEIRO, Ashley *ROSART MARTIN, Rachel Elise *ROSIELLO, Isabelle Carol Anne *RUTH, Kaitlyn Emma Kilburn *SAHIDSAHID, Taylor Maureen *SAWYER, Robyn Yvonne *SCARFONE, Michael *SCHIAVI, Aliya Rosanna *SCHINCAGLIA, Lola Adrianna SCHONEWILLE, Isaac Carson *SCHUCK, Danielle Catherine Page | 17 �*SCHULZ, Brittany Lynn *SEQUEIRA, Sabrina Marlene *SERRATORE, Alexander Patrick SHEI, Evan Yi-En *SHEARS, Simone Verna Technological Education *SHEPPARD, Sienna Lee *SHI, Ivy *SHOREMAN, Maggie *SILVA, Melanie *SIMARD, Sarah Anne *SIMAS, Michelle Melo *SIMON, Carson Emily Rachel *SINGH, Kumari Meenakshi *SKELLETT, Cooper Ireland Sanchez *SMEATON, Emerald Mary SMIT, Skylar Raymes *SMITH, Michelle Darlene Grace *SOLDIUK, Michelle *SOUSA, Krysta Manuela *SPADAFORA, Katarina Rosetta *SPAN, Willem Aaron *SPENCER, Abigail Rose *STAINTON, Marie *STANTON, Cassandra Marie *STEADMAN, Katherine Christine *STERLING, Kristen Lisa *STEWART, Sarah Alyse Page | 18 �*STONE, Blayne David *STRADER, Nicole Alison *STREET, Cory Damita Brown *STRIKWERDA, Lucas Andrew *TANSELLA, Selena Elizabeth *TANWAR, Prachi *TELFORD, Stephanie Anne *TENAGLIA, Daniela Christina *TERESO SAMPAIO, Catarina Susana *TERRY, Drew Paul *THANGTHONG, Joann Malyporn *THOMAS, Beena Annet Hans *THOMAS, Emma Caroline *THOMPSON, Coral Sandra *THOMPSON, Kendra Janine THOMPSON, Madeline Ann Spencer *THOMPSON, Mary Elizabeth *THOMSON, Laine Margaret *THORNTON, Erin Taylor *TITUS, Lucas Anthony *TRAM, Nancy *TUCKER, Tracey Anne *TUCKETT, Evan Robert William *TURNBULL, Taryn *VAN HULST, Marijke Irene *VAN RASSEL, Andrew John VAN VLAANDEREN, Cooper Dante *VANHOUCKE, Laura Jane Page | 19 �*VANMEER, Nicole Leslie *VANRY, Nicole Lauren *VASSILIADIS, Danae Adelia *VIEIRA, Vanessa VIGARS, Jack Ryan *WAGENAAR, Kristen Karlie *WALTON, Emily Lauren Blanche *WAREHAM, Matthew Jeffrey Ralph *WARFORD, Brianne Rose *WATSON, Kaiya Lynne *WEEL, Hannah Estel *WEIMAN, Sarah Victoria *WENZOWSKI, Emily Grace *WEST, Emma Elizabeth Ann *WHEELER, Dalton Robert *WHEELER, Janine Marie *WHITE, Kassidy Marie *WILKINS, Omega Michelle *WILSON, Hanna Leigh WINN, Justin Collins *WRIGHT, Taylor May *YALLEN, Norman *YANG, Chen *YI, Sandy See-Gar YOO, Duwon *YOUNG, Brett Garrett James *ZHANG, Jing Yi *ZIPPEL, MacKenzie Joy Page | 20 �Diploma in Technological Education BELIWICZ, Eliza Marie *BOYLE, Dana Lynn BUCKLEY, Mark Jason *ELLIOT, Shaun David *HARDING, Benjamin Brian *HARRISON, Jordyn R *HEFFERNAN, Daniel John Robert *HOVIUS, Melissa *LODGE, Ryan James MILLER, Daniel Sean *NEILSON, Blair Edward STEEVES, Jill Monique THURGOOD, Melanie Louise *VAN NIEKERK, Kevin Barry *WHITTAKER, Russell John FACULTY OF HEALTH AND BEHAVIOURAL SCIENCES Master of Social Work SMITH, Taylor Anne WRAY, Rebecca Mary WALSHAW, Madeleine Sophie Audrey Honours Bachelor of Arts *LALONDE, Julie Psychology Honours Bachelor of Social Work *BIENVENUE, Eunisse Minor in Sociology *BLANCHARD, Rebecca-Mae Marie *BLOOMER, Stephannie Nicole Page | 21 �*BONAVOTA, Vincenzo CHANT, Hannah Francis *CHURCHILL, Rebekah *CORBIERE, Carey Lynn Specialization in Gender and Women’s Studies Minor in Criminology *CROOKSTON, Ashleigh Mariah *DIMAKOS SHEVCHENKO, Dini *DOLSTRA, Connie Annette Minor in Psychology *EVE, Kathryn FARAGHER, Brooke *FERREIRA, Brian Conde *HENRY, Dawn Marie *HUDSON, Jordan Marie Georgette Minor in Criminology *LECLERC, Saige Elizabeth *LUCIANI, Victoria Gina Maria *MCCANN, Olivia Christine *MCCAW, Shelby Kaitlyn *MOYANO, April *POLKO, Robert Andrew Louis *SMITH, Ryan Patrick SPATARO, Shauna Lee *TRAVERS, Claire Margaret *TREMBLETT, Tiffany Kayla Minor in Sociology *VASINA, Anna Page | 22 �FACULTY OF SCIENCE AND ENVIRONMENTAL STUDIES Master of Science KOORNNEEF, Karen Lynn Biology Thesis: Wetlands as Filters of Heavy Metals - A Study in Temperate Fens of Central Ontario Honours Bachelor of Arts *CZECH, Genevieve Sara Gabrielle Anthropology Honours Bachelor of Arts and Sciences *DENOMME, Emma Carolyn Joan Environmental Sustainability DWINNELL, Kristoffer Robert Geography MOASE, Abbey Lauren Geography Minor in History *OLIVARES ESPINOSA, Tania Environmental Sustainability RATHOD, Vraj Environmental Sustainability TUCKER, Tracey Anne Environmental Sustainability *VEENSTRA, Jenna Rita-Maria Geography Minor in Indigenous Learning WEISS, Kirsten Marlene Environmental Sustainability Honours Bachelor of Science *GOULD, Allison Violet Applied Life Sciences Minor in Psychology PANDYA, Mugdha Haresh Applied Life Sciences SHANTZ, Jessica Davie Applied Life Sciences Minor in Psychology Page | 23 �SINGH, Gurleen Computer Science SREEDHARAPANICKER, Neeraja Applied Life Sciences Bachelor of Science 4 Year PANJABI, Phalguni Applied Life Sciences Bachelor of Science CHANNA, Gurtaj Singh General Program FUKSBRUMER, Jonathan General Program LIU, Xiaodai General Program KAUR, Lavinder General Program PATEL, Sonali Sureshkumar Applied Life Sciences PATEL, Vansh Dharmendra General Program ROBINSON, Hannah Kate General Program FACULTY OF SOCIAL SCIENCES AND HUMANITIES Honours Bachelor of Arts ADAMS, Elizabeth Dolorese Nadine English *BARRETT, Allan Douglas Political Science *DASILVA, Daniel Anthony Political Science DAVIES, Kaitlyn Alyssa English *DOOLITTLE, Kendra Jade English Minor in Indigenous Learning Page | 24 �FOSTER, Bethany Dianne English *GANTER, Bradley Peter History Minor in English *HARTLEY, Kaitlin Barbaralynne Political Science Minor in History *HOEHNER, Anastasia Toula English HORLINGS, Mackenzie Madison English KEMPER, Hailey Margaret English NYHOF, Kyle Political Science PETERSON, Elizabeth Catherine English SCOTT, Tyler Mitchel Political Science *SNOW, Ashley Political Science (Pre-Law) Minor in Criminology STEFANOVIC, Tayler Dianne Chantal English and History TREBBLE, Avery Madigan Sociology *VARANO, Vito History Bachelor of Arts AULD, Ryan David James History COOMBS, Ethan Jose-Manuel History CRIGHT, Kenzie Patricia General Program Fernandez-Sardina, Tai Alexander General Program Page | 25 �FORAGE, Aidan Alexander General Program FRETTER, Jayna Reese General Program GATES, Ryley English GIBSON, Sarah Jordan English GIRARDO, Daniel Joseph Primo History GIURIN, Anna Marina History JACK, Kassidy Lynne English *LEMBO, Lauren Anne General Program LILLY, Megan Christina Margaret English *MACKINLAY, Marguerite Grace History MCEACHERN, Alisa Ana Maria Sociology *MCGILL, Ryan James History NICHOLSON, Hunter Jade General Program ROMEO, Matthew Armando History *SPRUCE, Kerwood Allen General Program Honours Bachelor of Arts and Sciences ALLOUZ, Zahra Criminology *ARORA, Devansh Media, Film and Communications Minor in Writing Page | 26 �AUL, Sarah Criminology BASQUE, Vivian Criminology BECK, Jack Joseph Interdisciplinary Studies BELANGER, Brendan Interdisciplinary Studies *BIGGAR, Chloe Alyssa Criminology *BISHOP, Abigail Hardy Interdisciplinary Studies *BROWN, Carter Criminology Minor in Political Science BROWN, Izabelle Eleanor Interdisciplinary Studies CARTER, Lara Grace Fisher Interdisciplinary Studies with Concentration in Human Nature *CASSELLS, Ashley Erin Criminology Minor in Psychology CLEMENT, Joslyn Aubree Interdisciplinary Studies with Concentration in Social Justice *CONNELL, Amber Rose Criminology Minor in Psychology COUSINEAU-CARRICK, Wade John Interdisciplinary Studies DOYLE, Eric Thomas Leo Interdisciplinary Studies DURETTE, Michaela Ann Interdisciplinary Studies ESHIE, Selina Mary Criminology GAUTHIER, Brooklyn Elizabeth Interdisciplinary Studies Page | 27 �GLIDDON, Paisley Aleaha Criminology GOMEZ-ZAPATA, Isabela Media, Film and Communications Minor in Anthropology *GRATRIX, Kelly Lauren Interdisciplinary Studies GRAY, Ella Rose Interdisciplinary Studies *GRUNIG-BAYNTON, Hailey Lorraine Criminology Minor in Political Science HINKSMAN, Kate-Lynne Emma Interdisciplinary Studies with Concentration in Human Nature JARADAT, Kareem Othman Media, Film and Communications KNEESHAW, Nicole Jean Marie Criminology KREISEL, Wren Leutzinger Criminology LAKE, Sara Interdisciplinary Studies with Concentration in Social Justice LEBLANC, Gillian Grace Interdisciplinary Studies LEIGHTON, Danika Lynn Criminology LEIS, Caitlin Dawn Interdisciplinary Studies LUCK, Brittney L Criminology MACINTYRE, Kendyl Elizabeth Interdisciplinary Studies MEKALA, Rochanaa Criminology Minor in Psychology MORRIS, Stephanie Francoise Interdisciplinary Studies Page | 28 �OKUMURA, Shinowa Media, Film and Communications OTTAVIANI, Isabella Nicole Criminology *OUELLETTE, Bethany Margaret Interdisciplinary Studies PENA VILLARROEL, Juan Jose Criminology *PERRONS, Alexandria Lynn Criminology PISKUN, Andrew Jonathan Criminology PRAGNELL, Ethan Dwayne Criminology *PRICE, Kieran Douglas Criminology POOLE, Rachel Lynn Criminology RIVAIT, Jasmyn Jaide Interdisciplinary Studies REDDICK, Samantha Carrie Criminology *RUSSELL, Jaedyn Patricia Criminology Minor in Psychology SEQUEIRA, Sabrina Marlene Interdisciplinary Studies *SHEWFELT, Lindsey Ann Criminology SMIT, Skylar Raymes Interdisciplinary Studies *STREET, Cory Damita Brown Interdisciplinary Studies *STREETER, Shawn Kyle Media, Film and Communications SURUJBALI, McKayla Cianna Criminology Page | 29 �*TAYLOR, Christian David Criminology TEMPLE, Grace Marie Criminology *THOMAS, Emma Caroline Interdisciplinary Studies THOMPSON, Coral Sandra Interdisciplinary Studies TOMARIN, Jacob Media, Film and Communications *TOMS, Kassidy Mary Ellen Criminology WEST, Emma Elizabeth Ann English WHEELER, Dalton Robert Interdisciplinary Studies WHITE, Kassidy Marie Interdisciplinary Studies *WILLIAMS, Jessica R Criminology *WILSON, Keely Spencer Criminology Bachelor of Arts and Sciences 4 Year BOU-ZEID, Alexandra Joselyne Criminology Bachelor of Arts and Sciences AJILEYE, Adesuyi Babatunde Interdisciplinary Studies AMYOT, Brandon Rheal Interdisciplinary Studies BERROA, Jaylen Marlis Interdisciplinary Studies BLY, Jessica Kathlena Interdisciplinary Studies DOOLEY, Ayden Ross Interdisciplinary Studies Page | 30 �EVANS, Emily Catherine Interdisciplinary Studies *FERREIRA-LOPES, Ashley Interdisciplinary Studies HENDERSON, Rylee Frances Interdisciplinary Studies *HOLDSWORTH, Kyleigh Interdisciplinary Studies LALANDE, Taliah Marie Lyn Interdisciplinary Studies *LECLAIR, Ashley Interdisciplinary Studies *POLLOCK, Breanna Laurel Ann Interdisciplinary Studies *SPICER, Ryan Scott Interdisciplinary Studies TERRY, Drew Paul Interdisciplinary Studies THOMPSON, Mary Elizabeth Interdisciplinary Studies WALKER, Amanda Grace Interdisciplinary Studies ZIPPEL, MacKenzie Joy Interdisciplinary Studies Page | 31 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Lakehead University Collection Description An account of the resource Photographs from Lakehead University's history: people, events, and campus. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource 2025 Convocation Programmes Subject The topic of the resource Universities Description An account of the resource Programme and list of graduates for Convocations held May 29 and May 30, 2025. Creator An entity primarily responsible for making the resource Lakehead University Date A point or period of time associated with an event in the lifecycle of the resource 2025-05 Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text https://digitalcollections.lakeheadu.ca/files/original/2c233939449e1aadc816d3aef2b45f0d.pdf 7735c5415fdedcb8f67e16c8b8df0c04 PDF Text Text www.nosm.ca �Northern Ontario School of Medicine 2010-2015 Strategic Plan Ecole de medecine du Nord de l'Ontario P· vn..o' 4,u~t> Lunpp. A AuJ_;,.A> I1 �Message from the Board Chair Vision Innovative Education and Research for a Healthier North. This strategic plan marks an important point of transition for the Northern Ontario School of Medicine (NOSM). Since its official opening in 2005, NOSM has made great strides in establishing itself as a leader in distributed medical and health professional education. The next evolutionary phase will build on this success, positioning NOSM to be a leader both nationally and internationally as an innovator in distributed, learner-centred, community-engaged education and research. With our new Vision, Innovative Education and Research for a Healthier North, NOSM is committing to a focus not only on its own advances in education and research, but on pushing those advances to improve the broader population health of the North. We will achieve this by investments in our mandate, collaborations with partners, and continued engagement of our communities. In this second strategic plan, NOSM will continue to enhance its mandate of education, strengthen the focus on achieving research excellence, and further reinforce a sustainable foundation of people, operations and technology from which to advance and grow. NOSM will continue to work to develop a learning environment that values and supports a life-long commitment to its learners, faculty, staff and administration. Further, we will strive toward excellence in our relationships with, and support for, all faculty- full-time, part-time and stipendiary. Staying true to NOSM's social accountability mandate, we will continue to emphasize a collaborative, community-engaged model that draws on the strengths and capabilities of all NOSM's partners. This strategic plan represents the work of a large number of dedicated and enthusiastic NOSM stakeholders who have invested their time and energy into charting the medical school's future. On behalf of the NOSM Board of Directors, I extend my deep appreciation to all the individuals and organizations who invested their time to assist us in this important strategic planning initiative. I especially note the members of the Strategic Planning Steering and the Quality Monitoring Committees, who provided guidance and support throughout the plan's development, working tirelessly to ensure that the new strategic plan represents the voice of the entire NOSM community. Mission The Northern Ontario School of Medicine (NOSM} is committed to the education of high quality physicians and health professionals, and to international recognition as a leader in distributed, learning-centred, community-engaged education and research. NOSM will accomplish this by: ■ ■ • ■ • • Being socially accountable to the needs and the diversity of the populations of Northern Ontario Actively involving Aboriginal, Francophone, remote, rural and underserviced communities Leading and conducting research activities that positively impact the health of those living in Northern communities Fostering a positive learning environment for learners, faculty and staff Achieving an integrated, collaborative approach to education, learning, and programming Increasing the number of physicians and health professionals with the leadership, knowledge and skills to practice in Northern Ontario. I am confident that the vision, mission, values and strategic priorities established by this strategic plan will help to position NOSM for continued growth and success over the next 3-5 years. Frederick F. Gilbert, PhD Board Chair Board of Directors Northern Ontario School of Medicine 21 13 �Values Table of Contents Innovation The Northern Ontario School of Medicine (NOSM) encourages ingenuity, creativity, a culture of inquiry and discovery, and the importance of learning from others in every aspect of the School's education, research, social accountability, and corporate mandates. NOSM uses innovative approaches to ensure continuous improvement of our distributed model of education and research. Social Accountability NOSM adheres to the World Health Organization's (WHO) definition of the Social Accountability of Medical Schools as "the obligation to direct their education, research and service activities towards addressing the priority health concerns of the community, region and the nation that they have a mandate to serve. The priority health concerns are to be identified jointly by governments, health care organizations, health professionals and the public:' As part of its social accountability mandate, NOSM has the responsibility to engage stakeholders at all levels of its broad community. Message from the Board Chair 2 Introduction: Strategic Plan 2010-2015 6 Strategic Plan 2010-2015 8 Strategic Priority A: Enhance NOSM's Education Program 10 Strategic Priority B: Strengthen NOSM's Research Initiatives 11 Strategic Priority C: Develop NOSM's Learning Environment 12 Strategic Priority D: Foster Excellent Faculty Relations 13 Strategic Priority E: Enhance Collaboration and Communication with Our Community Partners 14 Strategic Enablers 15 Collaboration NOSM pursues education and research goals in close partnership with its host universities. Collaboration and partnership is also important to NOSM with its teaching hospitals, community physicians, health professional clinical teachers, health system stakeholders, and communities it serves. NOSM values the insights, contributions, and support of its many partners that work to improve the health of the people and communities of Northern Ontario. NOSM recognizes that collaboration is both a process and outcome that engages different perspectives to better understand complex problems, and leads to the development of integrative solutions that could not be accomplished by any single person or organization. Moving Forward 16 Strategic Plan 2010-2015 17 Appendix B: Groups Invited to Contribute to the Development of the Strategic Plan 18 Inclusiveness NOSM fosters inclusiveness by supporting an environment which embraces differences in staff, faculty and learners and respectfully creates value from the differences of all members of the NOSM community, in order to leverage talent and foster both individual and organizational excellence. Respect NOSM's faculty, staff, and learners seek to learn and listen to one another respectfully and communicate openly. NOSM's staff, faculty, and learners treat others and their ideas in a manner that conveys respect as differences are discussed, fosters an open academic debate, and which respects academic freedom. 4 IS �Introduction: Strategic Plan 2010-2015 The Northern Ontario School of Medicine (NOSM) serves as the Faculty of Medicine of Lakehead University, Thunder Bay and Faculty of Medicine of Laurentian University, Sudbury. NOSM has come a long way in a relatively short time. Since its official opening in 2005, NOSM has: developed and delivered Distributed Community Engaged Learning as its distinctive model of medical education and health research; achieved accreditation for its MD program, multiple residency programs, Continuing Education Professional Development (CEPD), and the Northern Ontario Dietetic Internship Program (NODIP); focused research attention on the health issues in Northern Ontario through annual Northern Health Research Conferences and the Partnership Opportunities in Research Gathering; graduated emergency physicians, family physicians and dietitians from its programs; and seen the charter class graduate from the MD program and move on to residencies in a range of specialties, predominantly northern or rural family medicine. There is a real sense that NOSM is fulfilling its social accountability mandate to contribute to improving the health of people and communities in Northern Ontario. The School was successful in recruiting world-class research scientists to be faculty members in the Medical and Human Sciences. More than 900 physicians and other healthcare providers have joined NOSM as faculty members in the Clinical Sciences including physicians who have moved to Northern Ontario to be involved in the School. State-of-the-art medical school buildings were constructed on time and on budget at both campuses. These buildings feature high technology smart classrooms, flexible teaching laboratories, health sciences libraries and research laboratories, as well as meeting rooms and office space. Developed through a consultative process, the holistic cohesive curriculum for the MD program is grounded in Northern Ontario and relies heavily on electronic communications to support Distributed Community Engaged Learning. In the classroom and in clinical settings, learners explore cases from the perspective of physicians in Northern Ontario. Clinical education takes place in over 70 communities and many different health service settings, so that the learners experience the diversity of communities and cultures in Northern Ontario. Following a successful accreditation site visit in March 2004, NOSM achieved preliminary accreditation in June 2004. There were subsequent accreditation visits in March and September 2005, and in the Septembers of 2006, 2007 and 2008. Full Accreditation was confirmed in February 2009 by the Liaison Committee on Medical Education (LCME) and the Committee on Accreditation of Canadian Medical Schools (CACMS). The School's letters patent and by-laws provide a frame of reference and context that govern all of the identified priorities and strategies. In line with its social accountability mandate, the Strategic Plan 2010-2015 was developed on the premise that the opinions and thoughts from the greater NOSM community should inform NOSM's future strategic directions. This approach helps to ensure that NOSM remains true to the needs and requirements of the communities it serves. These opinions and insights were gathered from a large number of both internal NOSM stakeholders and external stakeholders across the broad health care and medical education systems. 2 • • Internal stakeholders included NOSM learners, faculty, staff, researchers, senior leadership and Board. External stakeholders included the provincial government, community and municipal representatives, community physicians, host universities, and other medical schools across Canada. In addition to the core stakeholder input activities, a key component of this planning initiative was the completion of an external environmental scan that identified broad trends in medical education and the health care sector, and reviewed the strategic planning documents from 12 medical schools, both Canadian and international, to identify key strategic directions and opportunities that other medical schools were acting on. These findings were used to guide strategic planning discussions with the SPSC and to help evaluate the key priorities for inclusion in NOSM's Strategic plan. The success of this Strategic Planning Initiative can only be attributed to the enthusiasm and commitment of the entire NOSM community, as well as our partners at other medical schools who volunteered their time to provide guidance. This Plan represents a shared outlook for the future of the Northern Ontario School of Medicine, and will be implemented with the continued support and participation of our broad community. Graduating its first class of medical students in June 2009, NOSM has achieved significant success during its start-up phase. All of NOSM's first class of undergraduate medical students were successfully matched to Canadian residency programs on their first attempt, making NOSM the only Canadian medical school in which all students were matched in the first round. In addition, the aggregate score of the charter class members in the Medical Council of Canada part one exam placed NOSM as number six of 17 Canadian medical schools. NOSM intends to build on this success as it transitions out of the start-up phase toward sustainable, continuing growth and development. In May 2009, NOSM commenced a Strategic Planning Initiative with the goal of developing a five year strategic plan ("the Plan") that will help NOSM clearly define its future directions and focus. NOSM will begin implementation of the plan in July 201 O that will direct NOSM's planning activities through to June 2015. The development of the Plan was overseen by an appointed Strategic Planning Steering Committee (SPSC) that represented the diverse groups of internal and external stakeholders that make up the NOSM community. 1 SPSC members devoted significant effort through participation in meetings and planning activities throughout the year. 1 6 For a complete list of the SPSC membership, refer to Appendix A. 2 For a complete list of the groups that were consulted during this planning initiative, refer to Appendix B. 17 �Strategic Plan 2010-2015 The strategic plan was developed to align and support the new Vision and Mission statements that were identified as part of this strategic planning initiative, as illustrated in the diagram below. The five vertical pillars represent the Strategic Priorities that have been identified as part of this planning process and represent NOSM's focus over the next five years. Across all of our Strategic Priorities, a core set of renewed Values will permeate all of the activities and planning of NOSM, and will guide how we strive toward innovation and continue to actively engage our communities through our continued commitment to social accountability. Critical to NOSM's new strategies are its continued relationships with its host universities, Lakehead University and Laurentian University, which will be strategic partners foundational to the achievement of this Strategic Plan. The five Strategic Priorities will enable NOSM to strengthen its distributed, learning-centred, community-engaged approach to education and research. They are: A. B. C. D. E. Vision Mission The Northern Ontario School of Medicine (NOSM) is committed to the education of high quality physicians and health professionals, and to international recognition as a leader in distributed, learning-centred, community-engaged education and research. 1. 2. 3. 4. Establish a comprehensive human resources plan Explore, partner, and invest in informatics and technologies Continuously improve operational processes, infrastructure and systems Increase and diversify NOSM's revenue streams The following sections of the strategic plan present the NOSM Strategic Priorities, Strategies, and Strategic Enablers that have been identified to support our new Vision and Mission. In support of the strategic plan, NOSM is also developing key measures of success for each strategy, which will be developed as the School embarks on the establishment of a balanced scorecard to measure ongoing performance and success of the organization. Enhance NOSM's Education Program Strengthen NOSM's Research Initiatives Develop NOSM's Learning Environment Foster Excellent Faculty Relations Enhance Collaboration and Communication with Community Partners Innovative Education and Research for a Healthier North This Strategic Planning Initiative also identified four key Strategic Enablers that are considered critical success factors for the achievement of our new Vision, Mission and Strategic Priorities. These Enablers will contribute to ensuring the ongoing sustainability of the NOSM model, and that NOSM is able to meet the goals associated with its new strategic plan. The four Strategic Enablers are: - fulwsM 6/N6Sh -:: f}1v1,(JO~~ o/ /JJS/1 Values Innovation, Social Accountability, Collaboration, Inclusiveness, Respect 81 9 �Strategic Priority A: Enhance NOSM's Education Program Strategic Priority B: Strengthen NOSM's Research Initiatives Given current health care trends toward lnterprofessional Education (IPE) and Integrated Clinical Learning (ICL), NOSM will ensure that its curriculum is aligned to support new and innovative approaches to the delivery of classroom and clinical education. This focus will enable NOSM graduates to easily integrate into community care settings where interprofessional care models are team-based in fostering collaborative patient-centred approaches. Stakeholders identified research as a key area of improvement for NOSM, recognizing that research is a critical element of its academic mandate and future success. NOSM will focus on further developing its research agenda, linked to the ongoing development of its distributed education model, to continue to broaden the academic experience of its learners, faculty and staff. Taking into consideration the relative size of NOSM's research infrastructure compared to other faculties of medicine, a focused approach to research will be adopted. As NOSM's research initiatives are strengthened, research and planning activities conducted will reflect the need for appropriate ethical consideration, and will respect the unique cultural attributes of NOSM's Aboriginal, Francophone and other communities. Overall Goal Expand NOSM's distributed education and learning model and ensure the ongoing inclusion and balance of Integrated lnterprofessional Clinical Learning throughout NOSM's undergraduate, post graduate, and health professional programs. Overall Goal Define a clear strategic direction for NOSM's research efforts, conduct research aligned to its vision and mission, and increase the number of learners, staff and full-time, part-time and stipendiary faculty participating in focused research activities. Strategy # 1: Expand the distributed community engaged learning model to all of NOSM's education programming for health professionals to meet the needs of our learners and communities, integrating the expertise that Aboriginal and Francophone peoples bring. Planned Timing 2012/13 Strategy #1: Define and invest in a core research profile that supports NOSM's Vision and Mission. Strategy #2: Increase NOSM's application ofthe Integrated lnterprofessional Clinical Learning model of education to enable learners to practice in intra- and interprofessional models of education and care. Strategy #3: Augment broader Integrated lnterprofessional Clinical Learning programming resources and expertise by collaborating with other universities and organizations to educate/train health professionals outside of NOSM to meet health human resources needs in Northern Ontario. Strategy #4: Lead the adoption of new models of education and learning with external accrediting bodies to increase the focus on community-based learning. ,0 1 Planned Timing 2011/12 Planned Timing 2012/13 Strategy #2: Foster a research culture among NOSM faculty and learners that promotes excellence and innovation. Planned Timing 2014/15 Planned Timing 2011/12 Strategy #3: Expand infrastructure to assist researchers with grantsmanship, grant review, grants administration, trainee recruitment, results dissemination and the identification of research opportunities. Strategy #4: Form partnerships to enhance research capacity and support specific research initiatives. Planned Timing 2013/14 Planned Timing 2012/13 Planned Timing 2012/13 �Strategic Priority C: Develop NOSM's Learning Environment Strategic Priority D: Foster Excellent Faculty Relations NOSM places a significant amount of emphasis on creating an inquiring learning environment that is tailored to the needs and requirements of all of its stakeholders. NOSM learners primarily include undergraduate medical education and health professional students and postgraduate residents; however, faculty, staff and the senior leadership group can also be considered learners as they too pursue personal and professional development. All have varying learning needs and expectations. NOSM will continue to invest in making sure that its learning-centered environment continues to evolve for the benefit of learners, faculty, staff and the Board. NOSM's operating model brings with it a set of unique challenges related to the recruitment and retention of qualified full-time, part-time and stipendiary faculty. Innovative approaches to foster excellent faculty relations will be developed to ensure the sustainability of the NOSM model. Overall Goal Foster a stimulating, rewarding and challenging environment that attracts and retains top talent among full-time, part- Overall Goal time and stipendiary faculty. Align NOSM's organizational structures and human resources to support the School's commitment to being an organization that values and supports a life-long learning environment among its learners, faculty, staff and the senior leadership group, who are able to demonstrate clear progress towards personal/professional development. Strategy #1: Establish a faculty plan that defines the type and mix of faculty to recruit, retain, succession plan and develop, and reward and recognize for their valuable contributions across education, research Planned Timing 2010/11 and administration. Strategy #1: Achieve successful recruitment and retention of our learners, staff, senior leadership and faculty. Strategy #2: Improve infrastructure and support to enable learners, staff, senior leadership and faculty to be effective and successful in NOSM's distributed community-engaged model of education and research. Planned Timing 2014/15 Planned Timing Strategy #2: Create a culture and support mechanisms that foster faculty professional development, encourage academic endeavors and promote continuing professional education. Planned Timing 2011/12 2012/13 Strategy #3: Improve multi-directional communication, information flow and decision-making for all faculty Planned Timing 2011/12 members. Strategy #3: Increase the engagement of learners, faculty, staff, senior leadership and Board members in planning and activities. Strategy #4: Build leadership skills and capacity in learners, faculty, staff, senior leadership and Board members. 12 I Planned Timing 2013/14 Planned Timing 2014/15 113 �Strategic Enablers Strategic Priority E: Enhance Collaboration and Communication with Our Community Partners NOSM's distributed education model relies heavily on the support and involvement of the communities and key stakeholder groups. Since its inception, NOSM has been successful in engaging communities and different representative groups. Insights provided from members of the community suggest that NOSM can improve its current strategy by taking a more refined, targeted approach that will ensure consistent engagement across all communities, and improve multi-directional communication and collaboration mechanisms that support the continued development of community partnerships. NOSM's distributed educational model brings with it the requirement for ongoing investment in core enablers such as technology, and a sound and robust infrastructure that would not be found in other traditional medical schools. In addition, given that NOSM places a significant emphasis on being innovative, it requires additional operating, capital and research funding to sustain and implement new and creative advancements in medical technology, informatics, research and program development within its distributed model. Overall Goal Ensure NOSM's technology-enabled distributed education model continues to be sustainable, and that the School is well supported to continue to grow and advance while maintaining its focus on innovation. Overall Goal Increase the engagement with distributed teaching communities and the presence of collaboration and communityengaged processes, integrating NOSM into the fabric of every community in Northern Ontario, and empowering local communities to improve their broader health and capacity for self-care. Strategic Enabler #1: Establish a comprehensive human resources plan that enhances leadership and staff recruitment and retention, succession planning, development, rewards and recognition, and other factors that contribute to a healthy workplace and learning environment. Strategy # 1: Improve community engagement strategies that build on start-up goodwill to ensure support and momentum is fostered and increased. Strategy #2: Enhance mechanisms to actively involve Aboriginal, Francophone, rural and remote communities in NOSM. Strategy #3: Improve multi-directional communication, information flow and decision making for internal and external community stakeholders. Strategy #4: Expand partnerships with government, community and private organizations to support and encourage graduating health professionals to live and practice in northern communities. 14 I Planned Timing 2014/15 Planned Timing 2011/12 Planned Timing 2011/12 Planned Timing 2012/13 Strategic Enabler #2: Explore, partner and invest in informatics and technologies that enable innovation across our distributed model of education, research, corporate services and social accountability. Strategic Enabler #3: Continuously improve operational processes, infrastructure and systems to increase efficiencies and support the ongoing sustainability and financial viability of NOSM. Strategic Enabler #4: Increase and diversify NOSM's revenue streams by exploring opportunities for endowments, donations, endowed chairs, public-private partnerships, sponsorships, new services and other operating revenues across its distributed education model. Planned Timing 2011/12 Planned Timing 2014/15 Planned Timing 2011/12 Planned Timing 2013/14 �Moving Forward Our new strategic plan is grounded in extensive consultation and robust research and analysis. It builds on the success realized by NOSM in its formative phase, and pushes the School in new directions to enable us to adapt to the evolving environment that shapes and impacts the delivery of health education and research. This plan represents a sustainable and focused approach to strategic planning that enables NOSM to achieve its goals related to its academic, corporate, and social accountability mandates. NOSM's strategic plan was developed with a 3-5 year time horizon, taking into consideration the current and forecasted external and internal strategic landscape that the School exists within. As this strategic landscape evolves, so too will NOSM's strategic plan. In this light, our new strategic plan is very much a 'living document: one that will require continual reflection and monitoring, and will be evaluated on an annual basis to ensure that it continues to move NOSM in the directions that best address evolving strategic challenges and opportunities for the School. For our new strategic plan to be successful, it is imperative that it is embraced by the NOSM community, and that our broad community continues to be engaged and empowered as we pursue the priorities and strategies identified. The priorities identified within this plan should be used by all learners, leadership, faculty, staff, and Board members to guide decisions, operational and otherwise. In this light, the strategic plan will serve as the common thread that keeps all NOSM stakeholders living our shared Mission in the most effective, sustainable and fiscally responsible ways possible, and collectively striving toward achieving our Vision: Innovative Education and Research for a Healthier North. Strategic Plan 2010-2015 Group Name Position Chair Roger Strasser Dean Board Quality Monitoring Committee Members Tracy Buckler Board Member Gratien Allaire Board Member Academic Council Members Len Kelly Associate Clinical Professor, Clinical Sciences Division PCTA Chris McKibbon Physician OPSEU Local 677, Unit 1 (Full time Academic Staff) Laura Csontos Senior Learner Affairs Officer Leslie Sutherland Part time faculty lftikharul Haq Consultant Neurosurgeon Brian Bigelow Professor and Psychologist Peter Pace Physician Penny Sutcliffe Medical Officer of Health and Chief Executive Officer- SDHU Sue Berry Director, Health Sciences and Interprofessional Education Danielle Barbeau-Rodrigue Director, Francophone Affairs Kim Daynard Director, Communications Tyler England Information Technologist Frances Mandamin Program Coordinator, Aboriginal Affairs Lori Howrigan Facilities Project Coordinator Jim Hanna West Parry Sound Health Centre Communications and Public Relations Officer Ken Adams Associate Dean, Administration Marc Blayney Associate Dean, Community Engagement Wayne Bruce Associate Dean, CHPE Gerry Cooper Associate Dean, Learner Affairs Joel Lanphear Associate Dean, UME Bill Mccready Associate Dean, Faculty Affairs Bob Rubeck Associate Dean, Informatics Greg Ross Associate Dean, Research Maureen Topps Associate Dean, Postgraduate Education Planning & Risk Director Grace Vita Planning and Risk Director Director of Equity & Quality Kathleen Beatty Director of Equity & Quality Committee Support Lana Norton Corporate Administration Officer Faculty Members Senior Leadership Group Staff - Non-Management Local NOSM Group Associate Deans 16 1 I 17 �Appendix B: Groups Invited to Contribute to the Development of the Strategic Plan NOSM Internal Stakeholders: Government Ministries/Agencies: Board of Directors Strategic Planning Steering Committee Members Academic Council Executive Group Learners Thunder Bay and Sudbury based Faculty/Researchers Employees North West Local Health Integration Network North East Local Health Integration Network Ministry ofTraining, Colleges and Universities Ministry of Health and Long-Term Care Northern Ontario Heritage Fund Corporation Ontario Ministry of Northern Development, Mines and Forestry Lakehead University Leadership Laurentian University Leadership Lakehead University- Centre for Education and Research on Aging & Health (CERAH) Lakehead University- School of Nursing Laurentian University- School of Nursing Ministry of Research and Innovation Health Force Ontario Premier of Ontario lnterprofessional Blueprint Committee FedNor Health Canada City Council Members - City ofThunder Bay City Council Members - City of Sudbury NOSM Community Partners: Colleges and Universities / Collaboration Partners: Aboriginal Communities Francophone Communities Local NOSM Groups Comprehensive Community Clerkship (CCC) Communities Thunder Bay Regional Health Sciences Centre Leadership Hopital regional de Sudbury Regional Hospital Leadership Northern Ontario Hospital and Clinic Learner Sites Northern Teaching Hospital Council Francophone Reference Group Aboriginal Reference Group Regional Cancer Program CTRI (CancerTreatment Research Initiative) lnstitut franco-ontarien Rural Ontario Medical Program (ROMP) Northern lnterprofessional Collaborative of Health Education (NICHE) Algoma University Cambrian College Canadore College College Boreal Confederation College Nipissing University Northern College Ornge Oshki-Pimache-O-Win (OSHKI) Sault College University of British Columbia, Center for Rural Health Research Host Universities: Faculties of Medicine: Dalhousie University McGill University McMaster University University of Ottawa Universite de Sherbrooke University ofToronto 18 1 University ofToronto Regulated Colleges: College of Physicians and Surgeons of Ontario (CPSO) College of Family Physicians (CFPC) Royal College of Physicians and Surgeons of Canada (RCPSC) Colleges of Nurses of Ontario Accreditation Bodies: Liaison Committee on Medical Education (LCME) Committee on Accreditation of Canadian Medical Schools (CACMS) Committee on Accreditation of Continuing Medical Education (CACME) The Association of Faculties of Medicine of Canada Council of Ontario Faculties of Medicine Dietitians of Canada I 19 �Northern Ontario School of Medicine Ecole de medecine du Nord de l'Ontario P· vn~' <i,u?i> L " 11 PP· I::.. I::.." J_;,.1::.., 20 1 For an electronic version of the report, please visit www.nosm.ca/strategicplan �www.nosm.ca � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Lakehead University Collection Description An account of the resource Photographs from Lakehead University's history: people, events, and campus. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Northern Ontario School of Medicine 2010-2015 Strategic Plan Subject The topic of the resource Universities Description An account of the resource Strategic Plan 2010-2015 produced by the Northern Ontario School of Medicine (NOSM) Creator An entity primarily responsible for making the resource Northern Ontario School of Medicine Date A point or period of time associated with an event in the lifecycle of the resource 2010 Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text https://digitalcollections.lakeheadu.ca/files/original/49984909fe7c2fc5ae3465d9cb77637e.pdf fa3560526ca32667f9f59bbcc22c0b2f PDF Text Text NORTHERN ONTARIO SCHOOL OF MEDICINE COMMUNITY REPORT 2007 Northern Ontario School of Medicine ��MESSAGE FROM THE CHAIR BOARD OF DIRECTORS On behalf of the students, staff and faculty of Laurentian University, I would like to extend my heartiest congratulations to the Northern Ontario School of Medicine. Greetings, and welcome to this, the first-ever annual Community Report of the Northern Ontario School of Medicine (NOSM). And how fitting it is that we should be reporting to you, the community! No one knows precisely how many community champions - volunteers, health professionals, educators, elected political leaders - have contributed to the launching of Canada's first new medical school in more than thirty years, but the number would be in the thousands, I am sure. If it takes a village to raise a child, then NOSM is living proofthat it takes a community to give birth to a new medical school! And so, in some ways, this Report is a mirror, reflecting back to the community the efforts, resources, generosity and incredible support of the people of Northern Ontario in realizing their long cherished dream of opening a medical school of, by, and for the people of Northern Ontario. Many things make NOSM unique, not only in the realm of Canadian medical education, but in the greater world, as well. For example, as I write this, our superb NOSM team is putting the finishing touches the m0st rigorous Comprehensive Communit y Clerkship program anywhere in the worla In the fall of 2007 our third-year students will embark on a remarkable adventure, spending the entire school year living and learning in ten communities in Northern Ontario. In these communities our students will experience first-hand the challenges and rewards of medical practice in ') large rural and small urban centres I scattered across the vastness of Northern Ontario. In this one aspect of NOSM alone, many hundreds of Northerners have contributed mightily to ensuring a successful experience for our students, even before the first student has arrived. A word about the organization o this Report: the timeframe is fro Janttary 1, 2006 to June 30,200 Hereafter we will endeavour to publish annually, covering the academic year. Also, the Report is organized arou d three principal sections: Acade ic Accountability, Social AccountabiliW, and Corporate Accountabilit This reflects the three overarching directions approved by the NOSM Board of Directors in the School's Strategic Plan. As chair of the NOSM Board of Directors, I have witnessed significant progress over the past two years. Since the Charter Class was welcomed in 2005, much has been accomplished: research activities are now under way, a fundraising campaign has resulted in financial assistance for our students, and fruitful partnerships have been established with health facilities across the North. This is a unique school of medicine, with a commitment to social accountability: particular attention is paid to northern and rural health and the specific needs of Francophone and Aboriginal communities are addressed. Like Lakehead University in Northwestern Ontario, we are pleased to host such a faculty of medicine at Laurentian. From the outset, we have attracted outstanding students and faculty, who are already making a difference to the health and well-being of our citizens. As students from the Charter Class set out this fall on placements throughout Northern Ontario, we should all be proud as we move closer still to training and graduating more physicians in the North, and for the North. r~ Dr. Judith Woodsworth President, Laurentian University and Chair, Board of Directors of NOSM I hope you find this Community Report edifying, informative, and even a bit entertaining! MESSAGE FROM THE VICE-CHAIR BOARD OF DIRECTORS Sincerely, On behalf of the Lake head University community, it is my pleasure to congratulate the Northern Ontario School of Medicine on the progress it has made during 2006 and 2007. Dr. Roger Strasser Founding Dean and CEO, Northern Ontario School of Medicine Since the inception of the idea of a dual-campus medical school with Laurentian University - and its realization in 2002 - Lakehead has initiated and supported many new research and learning opportunities with the School that will benefit our academic communities, foster economic development in the health-care field, and realize the promise of a medical school focused on the special health issues and needs of northern and Aboriginal communities. Many individuals have contributed to these early accomplishments, but the most telling sign of success is the calibre of the students who have been attracted by the vision of the new medical school during its first two years of operation. Lakehead's Faculty of Medicine which is the West Campus of NOSM will continue to develop a meaningful and influential presence in the communities of Northwestern Ontario. Dr. Frederick F. Gilbert President, Lakehead University and Vice-Chair, Board of Directors of NOSM 2 �THE NORTHERN ONTARIO SCHOOL OF MEDICINE Our Students: AT A GLANCE When NOSM welcomed its first students in September, 2005, the Northern Ontario School of Medicine (NOSM) became the first new medical school in Canada to open its doors in more than 30 years, and only the second new medical school in all of North America during a similar period. Our Graduates: Like subsequent classes, the Charter Class is comprised of 56 students; 32 based at the School's East Campus at Laurentian University in Sudbury, Ontario and 24 based at the School's West Campus at Lakehead University in Thunder Bay, Ontario. Our School: NOSM is unique in many ways. It is the first Canadian medical school hosted by two universities, some 1,200 kilometres apart. In addition, NOSM is the only Canadian medical school to be established as a stand-alone, not-for-profit corporation, with its own Board of Directors and corporate by-laws. NOSM is th e first medical school 1 Canada to be opened in the Digit l Ag Its four-year Undergraduate Medical Education e-curriculum emphasizes the use of broadband technology to bridge the distance between campuses, and to facilitate an extensive distributed learning model that is unique in the annals of modern medical education. By the time the MD program is completed, the average NOSM student will have spent nearly forty per cent of his or her time studying in Aboriginal, small Northern, and larger urban Northern communities. 4 NOSM will seek out qualified students who have a passion for living in, working in and serving Northern and rural communities. NOSM will develop physicians able to practice and engage in research anywhere in the world but who have a particular understanding of people in Northern and remote settings. NOSM will graduate resourceful physicians who are successful in distant settings, have a preference for collaborative care and a greater capacity to serve their patients and communities with the available resources. While the context of the School will be northern, the application will be national and international. NOSM is also the first Canadian medical school established with a social accountability mandate. From its community-based Board of Directors to its extensive reliance on Northern communities, large and small, urban and remote, to act as hosts for its students, NOSM is committed to engaging Northerne in the educational process. The School's goal is to graduate medical generalists who are innovative, resourceful, self-reliant, culturally and emotionally sensitive, and who are fully acquainted with the rigours and rewards of medical practice in Northern, remote and culturally diverse settings. NOSM, while preparing students for the full range of clinical disciplines in medicine, will focus on training general practitioners of medicine, family doctors and specialists, who remain generalists across their specialties. The School will foster an inter-professional approach to medical practice and research. It will value curiosity, inventiveness, integrity and be accountable in all aspects of its activities. Our Faculty & Host Universities: NOSM will become another centre of academic excellence within Lakehead and Laurentian Universities. The School will be vigilant in the protection of academic freedom. Our Employees: NOSM will treat staff with respect and, in accordance with its academic commitment, value honesty, integrity and openness in all dealings with its employees. Our Communities: NOSM will pursue a culture of inclusiveness and responsiveness within the medical communities, the Northern communities, the rural communities, and the Aboriginal and Francophone communities. �MD PROGRAM The NOSM MD program is accredited by the Committee on Accreditation of Canadian Medical Schools (CACMS) and the Liaison Committee on Medical Education (LCME). NOSM's four year undergraduate medical education (UME) program is designed to prepare students to enter the next level of medical education, namely the post graduate medical education (PGE) program. Both the UME and PGE programs are grounded in the six key academic principles adoRted b~ NOSM. These principles are iflterprofe--Ssionalf integration, community oriente , distributed community engage learning, generalism and diversit . All six academic principles are reflected in the School's social accountability mandate. Extensive community-based educational assignments called Integrated Community Experiences (ICE) are an integral, and unique, element of the NOSM curriculum. As such, NOSM "classrooms" are unique and often nontraditional. At the end of Year One, students spend four weeks in one of some two dozen remote Aboriginal communities across Northern Ontario. Second-year students complete two four-week assignments in small rural or remote Northern communities at the beginning and end of term. In this sense, the community is the classroom. Third-year students spend the whole academic year off campus in one of ten host communities across Northern Ontario completing a Comprehensive Community Clerkship (CCC). (See map on page 29 for details.) Fourth-year students will undertake specialty rotations and electives primarily in the regional hospitals in Sudbury and Thunder Bay. Wherever they are in Northern Ontario, students avail themselves of the latest in broadband and e-learning technologies to connect the School's East and West campuses, and to access educational materials. Both campuses are equipped with smart classrooms and state-of-theart technological resources. Five key themes (courses) are interwoven throughout the four-year educational experience of the MD program: • • • • • Northern and Rural Health Personal and Professional Aspects of Medical Practice Social and Population Health Foundations of Medicine Clinical and Communications Skills in Health Care The academic staff are organized into three divisions. Each division contributes to delivering the NOSM curriculum: • • The Clinical Sciences Division, headed by Dr. Tim Zmijowskyj, is responsible for teaching the clinical disciplines. The Medical Sciences Division, headed by Dr. Garry Ferroni, provides in-depth learning in the bio-medical sciences, ranging from Anatomy to Microbiology. The Human Sciences Division, led by Dr. Nancy Lightfoot, encompasses a broad range of the humanities, social sciences, community health and public health. �POSTGRADUATE MEDICAL EDUCATION In 2006, the College of Family Physicians of Canada granted "new program status" to the Northern Ontario School of Medicine for esidency training. NOSM's Family edicine Residents of the Canadian Shield program (FM RoCS) thereby became Canada's newest in 33 years. The first participants in the FM RoCS program began their residency on Jul t, 2007, marking a milestone in the history of Northern Ontario medicine: for the first time, medical residents are training in a program developed and administered in Northern Ontario. FM RoCS accepts 30 residents per year in its two-year program. These Family Medicine residents undertake clinical learning in Northern Ontario communities, training that will prepare them for eventual practice in any community, but especially in rural and remote settings. Family residency community rotation locations can be seen on the map on page 29. In addition, NOSM will eventually offer residency training in eight major general specialties: anesthesiology, general surgery, psychiatry, general internal medicine, orthopedic surgery, pediatrics, obstetrics/gynecology and community medicine. Residency training in Northern Ontario is not new. Indeed, the NOSM programs stand on the shoulders of two successful pioneering predecessors: the Northwestern Ontario Medical Program (NOMP), on behalf of McMaster University and the Northeastern Ontario Medical Education Corporation (NOMEC), associated with Ottawa University. NOMP's activities were integrated with NOSM in the fall of 2005, and NOMEC's in the summer of 2006. The transfer of programs and activities previously delivered by these two highly successful organizations has allowed for a substantial expansion in NOSM programming. Programs such as lnterprofessional Education, Youth Health Career Awareness and Health Professional Development and the Northern Ontario Virtual Library (NOVL) have sharply increased the School's ability to offer a wide range of interprofessional, continuing education programs in addition o tne postgraduate medical r:esidency progra s. CONTINUING PROFESSIONAL EDUCATION In keeping with its philosophy that the most effective learning often occurs outside the traditional classroom, the Northern Ontario School of Medicine maintains the largest Continuing Professional Education (CPE) program of any medical school in Canada. learners from both family medicine and specialty programs. Electives are available in Family Medicine, Rural Family Medicine, Emergency Medicine, as well as in many specialty disciplines. • During the 2006-2007 school year, NOSM conducted 225 CPE sessions geared to 23 regulated health professions in the Province of Ontario. In all, more than 3,500 participants attended some form of a NOSM CPE event. The number of sessions more than doubled from the previous (inaugural) year, and the number is expected to double yet again for the 2007-2008 calendar. CPE at NOSM is clustered in a number of principal series offerings, including the monthly NOSM Symposia series, teacher training series for NOSM faculty, conferences and workshops (often in conjunction with partners in the health field), Clinical Rounds, the Encounters in Bio-Ethics series, Francophone and Aboriginal activities, and the Researcher in the Room series. NOSM's CPE initiatives are delivered to learners across Northern Ontario by a variety of means: via video conference over the Ontario Telehealth Network (OTN), via high speed interne hrough streamed and archived web-casting, and through e-presence hich allows for an interactive, on-line learning , experience in real time. Each session is also offered face-to-face at one or both of the NOSM campuses and the large majority of the offerings are accredited by the CME. As part of its core curricular emphasis on interdisciplinary education, the Northern Ontario School of Medicine offers a number of programs geared to health professionals both inside and outside its MD and Residency Programs. All programs are Pan-Northern, and each is intended to provide Northern health professionals with an opportunity to enrich and upgrade their career training. Among NOSM's current interprofessional offerings: • Northern Ontario Summer Studentship Program. This program offers summer employment to Northern Ontario students engaged in health studies in Southern Ontario Universities. The program guarantees four to eight weeks of summer employment at a variety of community settings across Northern Ontario. • Rehabilitation Studies. This program provides learners from audiology, occupational therapy, speech language pathology and physiotherapy with a wide range of challenging clinical learning experiences in equally challenging health care settings across Northern Ontario. • The Northern Ontario Electives Program. Designed for undergraduate medical students as well as postgraduate residents, this program offers a variety of high quality rural, remote, and small urban clinical learning opportunities in Northern Ontario. It is designed for I Northern Ontario Dietetic Intern Program (NODIP). Northern Ontario's first sustainable Dietetic Internship program, NODIP will train ten dietetic interns in centres across the North. The first students were accepted into the program in the summer of 2007. Offered in conjunction with the NODIP Professional Advisory Committee, NODIP is intended to alleviate an anticipated shortage of professional dietitians in the coming years. �RESEARCH ''At the Northern Ontario School of Medicine (NOSMJ, research is recognized as a critical component of medical education ... " Dr. Neelam Khaper Understanding the cellular and molecular mechanisms of cardiac dysfunction in various stress conditions. Excerpt from NOSM's official policy on research. Dr. Zach Suntres Examining the oxidant and antioxidant status in the blood of patients with colon, breast and lung cancer. Developing novel drug delivery systems in improving existing antibiotic treatments. Research is an important part of most medical schools, but for NOSM, it goes much deeper. Research is part of the very core of the School's mandate. It is embedded in everything NOSM does. NOSM's research initiatives are reflective of the School's mandat to be socially accountable to the diverse cultures of Norther Ontario. he School's unique program targets areas that have a direct relevance to Northern populations. The key theme of NOSM research is tackling the questions of importance to improving the health of the people of Northern Ontario. For example, rates of diabetes, heart disease and some cancers are much higher in the North than in the rest of the country. In addition, many Northerners live in communities that are often more than six hours away from primary services, some even further. • The School works in partnership with universities, private sector organizations, and health centres to facilitate research initiatives. The School's two state-of-the-art research labs, one at its East Campus at Laurentian University in Sudbury, and one at its West Campus at Lakehead University in Thunder Bay, create the ideal foundation for conducting research. In December, 2006, NOSM supported the concept of a clinical research initiative based in Sault Ste. Marie, which also services researchers all across Northern Ontario. Leading Researchers and Topics NOSM students have many endeavours and since March, 2006, thirty research grants have been presented for students to study a wide range of health issues. 10 Dr. Kristen Jacklin • • Molecular mechanisms of interactions between pathogenic bacteria and lung epithelial cells. lntegrin receptors as novel targets for therapy of cervical cancer. Epidemiology of Haemophilus influenzae type b infection in the Aboriginal population of Northern Ontario. • • Examining role of lipid in health and disease and determining whether nutritional supplementation with omega-3 fatty acids can help reduce symptoms of attention deficit hyperactivity disorder. Analyzing human breath to determine whether biomarkers derived from lipids and other chemicals can be used to screen for various diseases such as lung cancer and diabetes. Dr. Garry Ferroni • Literature Search, design of a data set and chart review of patients with a peritoneal catheter. NOSM's robust research programs provide an extremely favourable environment for NOSM's full-time and more than 600 parttime faculty as well as students to engage in a full range of research projects. In 2006 NOSM faculty received more than $1 M in research fundi g. • Understanding the formation of new blood vessels in order to develop therapeutic approaches to increase blood vessel formation, to encourage wound healing or blocking, in order to starve tumours. Development of cancer drugs. This project is focusing on the changes in cells that lead to the resistance of cell death. • • Examining how air pollution affects the immune system in forest fire fighters, people with diabetes, and those prone to autoimmune disease. Dr. Carita Lanner Protein expression between normal and cancer cells with a focus on ovarian cancer. The association of a novel protein with non-malignancy indicates that it could be a tumor suppressor or a potential biomarker for non -malignancy. • Dr. Tom Kovala Dr. T.C. Tai • The frequency and nature of antibiotic resistance in bacteria. The screening of biological materials for antimicrobial activity. The environmental effects of the bacterium Acidithiobacillus ferrooxidans. • Dr. Marion Maar Community-based diabetes care and prevention research in partnership with 6 First Nations on Manitoulin Island. Research on cultural competent Aboriginal mental health services. Ongoing guidelines and best practices development for ethical Aboriginal health research in collaboration with the members of the Manitoulin Anishinabek Research Review Committee. Diabetes Research Project Development for the Wikwemikong Unceded Indian Reserve: A pilot participatory research study to determine community direction for a long-term diabetes research initiative for Wikwemikong. Aboriginal patient care. Dr. Bill McCready Dr. Brian Ross Dr. Stacey A. Ritz options to engage in research Dr. Marina Ulanova Dr. Patricia M. Smith • • Tobacco cessation. Chronic disease prevention and management translational research. Dr. N ancy Lightfoot • • Understanding the molecular mechanisms involved in the development and maintenance of hypertension. Dr. Geoffrey Hudson Social history of medicine, war and medicine, the history of disability and the development of socially accountable medical education. Dr. David Topps and Dr. Rachel Ellaway Collaborating broadly on PocketSnips micro-video clips and mobile clinical resources; high performance networking through CFI and CANARIE to aid with ultravideoconferencing, virtual reality and remote simulators; and is spearheading the Canadian Virtual Patient Collaboration. Dr. David Maclean • A better understanding of cardiovascular physiology as it pertains to the regulation of blood flow under conditions of hypoxia, vascular insufficiency and end stage disease states such as heart disease. Protein and amino acid metabolism under both normal and abnormal physiological conditions. A study of mortality and cancer incidence in Falconbridge's Timmins-based copper/zinc workers. Mortality and cancer incidence in Falcon bridge's Ontario nickel workers. A study of mortality and cancer incidence in lnco's Ontario nickel workers. Dr. Roger Strasser • • Rural health workforce, including recruitment & retention, education & training, and sustainability. Rural health services, including health service delivery models, specific clinical services and sustainability. Family practice. �,. OUR RAISON D'ETRE OUR STUDENTS THE NOSM CLASS PROFILE STUDENT SOCIETY Charter Class (entering class of 2005) In its recruitment efforts, the Northern Ontario School of Medicine aims to have class profiles which reflect the demographics of the population of Northern Ontario. As such, the School maximizes the recruitment of students who are from Northern Ontario and/or students who have a strong interest in and aptitude for practising medicine in Northern urban, rural and remote communities. In addition, as per the School's social accountability mandate, NOSM actively recruits Aboriginal and Francophone students. Average weighted GPA: Average age: Females: Males: Self-identified Aboriginals Self-identified Francophones 3.68 28.7 years 67% 33% 11 o/o 17% NOSM Student Awards and Achievements 16th Annual History of Medicine Days National Conference • Best overall audio visual: Linda Bakovic and Carolyn Stark for their paper "History of Medical Ethics and Military Medicine, with a focus on the Somalia Affair" • Best research: Anne McDonald for her paper "A Missionary in China: Dr. Jessie McDonald" • Best content and presentation: Kareem Chehadi for his paper "Psychiatric Care in Ontario's Asylums in a Comparative Context, 1890-1910" • Second runner up - Best Rhetoric: Ching Yeung for her presentation "The Changing Dynamics of the PatientPhysician Relationship: From the 17th Century to the Modern Electronic Age" Entering class of 2006 Average weighted GPA: Average age: Females: Males: Self-identified Aboriginals Self-identified Francophones 3.72 26.3 years 57% 43% 5% 21% Students from rural and remote areas of Northern Ontario or rural and remote areas of the rest of Canada 50% Students from Northern Ontario 89% Jonathan DellaVedova Adam Moir Recognized for providing leadership and support to fellow students and recipients of the Inaugural Year recipients of the Making a Difference - Student Citizenship Award 2006. Founding Dean Research Award Recipients NOSM students come from a wide range of backgrounds, are highly motivated individuals, are self-directed, thrive in a small group-based, distributed learning environment, and have a genuine interest in helping the School fulfil its mandate to increase the number of medical graduates who choose to live and work in Northern Ontario after graduation. Heart and Stroke Foundation of Ontario Summer Medical Student Awards Recipients 2006 2007 2006 2007 Philip Berardi Teresa Furtak Tracy Michano-Stewart Natalie Moreau Justin Porter Tracey Ross Tara Spicer Ella Wiebe Bruce Cook Brandon Entwistle Angela Golas Danielle Hamilton Andrea Haner Lana Potts Matt Strickland Kimberly Varty Omodele Ayeni Nicole Beauvais Brigitte Carriere Abdel-Kareem Chehadi Lyndsay McFadgen Jeffrey Middaugh Robert Pastre Lana Potts Elaine St. John Alex Anawati Abdel-Kareem Chehadi Lise Mozzon Marc-Andre Roy Tracy Michano Stewart Ching Yeung �The faculty at NOSM is a vast web of individuals (numbering more than 600 in total) who serve in a wide range of locales, hail from a variety of backgrounds, and offer a richly diverse palette of skill sets. Broadly speaking, NOSM faculty appointees fall into one of three categories: • Full-time, employees • Cross-appointed, nonstipendiary faculty • Stipendiary faculty The Medical Sciences Division consists mainly of full-time or jointly-appointed research scientists who are also engaged in teaching. Research areas vary widely, from immunology to pharmacology. There are sixteen professors in the Medical Sciences Division. The Human Sciences Division hosts 34 NOSM full and part-time faculty, plus a dozen librarians. her PhD in Plant Biology from the Swedish University of Agricultural Sciences, Dr. Lanner did postgraduate work at the Indiana University School of Medicine, where she eventually became an Assistant Professor in the School's Division of Hematology/Oncology. Dr. Lanner joined the NOSM faculty in 2004, and is currently Associate Professor of Molecular Genetics at the School's East Campus. Dr. Nicholas Escott received his Medical Degree from McMaster University in Hamilton in 1974. He was a long-time Family Practitioner in Northern Ontario before becoming a pathologist at what is now the Thunder Bay Regional Health Sciences Centre. Dr. Escott is the Section Leader for Laboratory Medicine and Pathology at NOSM's West Campus. Dr. Lanner and Dr. Escott received NOSM's Inaugural Year Making a Difference - Excellence in Teaching Award, an award that will be given annually to outstanding members of the NOSM faculty, as selected by the School's undergraduate student body. By far the largest faculty grouping at NOSM, in strictly numerical terms, is the Clinical Sciences Division, with well over 500 appointees. The vast majority of these are the Assistant Professors and Lecturers who serve as the backbone of NOSM's teaching faculty. These faculty members, most of whom are also practicing physicians, are located throughout Northern Ontario, and serve on a stipendiary basis. Faculty members share teaching responsibilities for a broad range of subjects, but most are related in some way to Northern and rural health issues. Research fields in Human Sciences include Aboriginal health, the history of medicine, and population health. Dr. Carita Lanner and Dr. Nicholas Escott are typical of the diversity and the distinction - to be found in the NOSM faculty. After receiving �A LOCAL VOICE The Northern Ontario School of Medicine spans thousands of kilometres, with two main campuses, and countless communities that are linked in some way to the School. Whether through an affiliation agreement with a community hospital or health centre, a local physician/ NOSM, or through a student placement within a community, NOSM's virtual walls touch communities in a wide variety of ways. The pervasiveness of NOSM across Northern Ontario necessitates the provision of a conduit through which the region's people and communities can have input into the Medical School's activities. A Window on Northern Ontario The Northern Ontario School of Medicine has a mandate to be socially accountable to the cultural diversity of the region it serves including: Aboriginals, Francophones, remote communities, small rural towns, large rural communities, and urban centres. Evidence of this mandate can be found in the School's curriculum, administrative structure, research program, student demographics, continuing education program, and more. NOSM faculty, staff and students do not function in a traditional medical school building. Rather the School's walls are the boundaries of Northern Ontario and at any given time an individual may be working at one of the School's two Following the School's inaugural year, ten Local NOSM Groups were created to ensure local representation within the School. The Groups provide a mechanism for both an individual community and NOSM to stay abreast of each other's respective developments. Membership of Local NOSM Groups varies, depending on the need and desire of the individual community. Generally, membership includes broad representation from faculty, community leaders, individuals, and local healthcare professionals. Groups meet on a regular basis and discuss such issues as: recruitment, retention, showcasing the community, travel, support for students, linguistic and cultural issues, and any other issue the Group feels is of importance to both NOSM and their community. Local NOSM Groups • Fort Frances • Kenora • Sioux Lookout • Temiskaming Shores • NorthBay • Timmins • Sault Ste. Marie • Huntsville • Parry Sound • Bracebridge campuses, or in a remote, rural or urban community. NOSM has affiliation agreements with more than seventy health centres and hospitals across Northern Ontario and is working on additional agreements. These agreements secure the Medical School's relationship with hospitals or health services centres and allow students, faculty and staff to become immersed in the culturally diverse region they are serving. 17 �crCC l>V· blf'f'bU' PV•nD\ L"'PPil.-"dDb/J il.Ld <JcrJ'O'O'li· CJ'q/i·O'\ l>L PV•O.o' <IU•~ Pl>rLrcu,> AL 2003 AV• L<H'AV•/i-> /\J'-.0 Pna.<C.JA•a.> VP,'CTbU'. AV• f>np L"PPA• PP.o<ILqA.:> Aq.:><1., bP<PCdr'<I•- f'<l.obCC<I•- l>V• PV•n.o' <IU•~ Lnppl:J,.-"'d.06., V·C"' /\d <lcr./'c,cr/i· 6a..nr'6·CT' f'VAJU" L"PP6-"'d.o6.,. AN ABORIGINAL FOCUS • • r<1•A•r6C• bV rLr.orc• 6P <lc./'a.V0 1>n"'d0'\ ro. f''\>"bC4·- bl"'PPd-"d.0<1·Vb• O'b' rLrq•cC<I•- ra. f"'d,'q->cC<I•- v.nb- <laJ'CTaA• PP.o<llqA., b-4 d"MA->o.> ~ <IP6· <rAnrA·a.> f'UJ\abUP> A·f'tiV·A·o.) ra. q<J<f"f"bUP> AL <laJ'o.VA· CJ'qA•e1' Vb· ra. f"l>a.rbU' A•rAV·A•l q,'A·f'AC· <lcr./"a.VA· c-rqA-a" b<l,,.<1•Vb• ra. l"-6.M,'l"AAbU.. AL l,'a.Aba" AV· q,1<1'\<l<f'bU' ra. QCT::>f'bU' llV· L"'PPti· A·f'AV·A-> Vb·n V·rt>a.V•l'bUI» l>V·a<I-> l»a.Md·>a.> PV•n.o' <IU~~ Lnppt,.,nd.oA-> b<l,,.<I•- <l<l•r'1 l>A• <1.obc>o.<I• rLnblJ.•llba\ l>ll•rAdlJ.•>l><I• <laJ'a.VA• CJq.A•a" b<I~-- 2006 PL<J·('lJ.)a.><J.:>.oQ rq-c, Pr'abU<> '\bt'rCOl'a~.o~• PCJ'<I•\ <IO'J'o.V\ CA·O'\ ro. LnPPA· <IDPQ.bQ.\ bc:rbqCCLq<J.- r,'•V PV•n.o\ <JU•~ O't'd> PAr<JaJCCLn<I•\ <lcr> <l<l-.,'1 qp,, /j.•f'11llC· <laJ'a.VA· c,1q1:J,.-o,> ill f"l>('',a' l>lJ.•r''AdA•.o<I• PV•O.o' <IU•~ LnpplJ..nd.o.A•a\ At the earliest stages, NOSM engaged the Aboriginal communities of Northern Ontario in its development. In 2003, a workshop entitled Follow Your Dreams was held to provide Aboriginal people the opportunity for input into the development of the new medical school. Participants identified the need for NOSM to be an "Aboriginal friendly" medical school that would: • • • • Encourage and nurture Aboriginal students into and through medical school. Acknowledge and respect Aboriginal history, traditions and cultures. Access the expertise and resources in Aboriginal communities. Establish partnerships with Aboriginal communities. Incorporate into the curriculum the challenges and specific health priorities of the Aboriginal communities. In keeping with these recommendations, NOSM continually aims to ensure meaningful collaboration with Aboriginal communities. In August 2006, a follow up workshop, Mii Kwen Oaan -Keeping the Vision was held. Ninetyfive Aboriginal, community and health-care leaders from all across Northern Ontario spent three days discussing opportunities to further engage Aboriginal communities into the ongoing development of NOSM. The Aboriginal Affairs Uni identifies and implements new initiatives in support of the School's commitment to Aboriginal communities. Members of the unit collaborate with Aboriginal communities, assist in the recruitment of Aboriginal students, recruit Aboriginal host communities for medical students, and advise the School's administrative bodies on Aboriginal affairs and involvement. The Aboriginal Reference Grou provides advice on research, administration and academic issues that promote excellence in higher learning and accommodate the Aboriginal world view. <IV• <laJ'a. VA•PL' l>a,'::>Oa.<I• r a. l>A•r::>a.<I• l>np A•f'lJ. V•A•a.> qJA·f'b<A·CA·C • AP Cl'dDf1-l blt><l·lJ.•('•<Jr> <JaJ'a.VA· C.-'qA-a.) ra. b,J l>n>aC• <la✓ a.VlJ.• PPD<IC<J~b' qra. <laJ'a.VA• C ✓QA•a' Ad rca..oP<l•<ll"a. AP L"'PPA· PPD<IC<l·ba... Vb· ra. f'A·CLA·C· A"'d.obr\ bAJ)<1•- <la) <la ✓a.VlJ.•PL <la> VJ'A•r::>- AV•. APV•a<J,\ en <laJ'a.V' b<I/\CC<3•l:>::>f"ba.<l-<Ca.<J- AV· q,'\,cr' bD('('bU' L"'PP/l•l"AV·A.:l ra. ll"d.o/l-> <l<l•,'1 rr.o',' l'Ll,Lb' PQ>CJA-> ra. q,1r.o',' <lcr' AV· <laJ'a.V q,' ba.<J<f"bU' l>L pcpca,>. l>V· A"d.oti"' l>t><l· lJ.·)b<I"' <laJ'a.VlJ.· CJ'qlJ.•a' PV·O.o' <JUI!~ Al br' LloAbU' fa. b<1b><l..0P<I•- UV• <lc::,U~Lb>. V·C"l:J,.-l f\l>I" a.bCV·C1' <IV· PV•nD' LnppA.nd.obr" bcrbaCC<I•- <J<l·.r1 l>CaLr<l.obCa.<J· ,o',a' l>V· Lnppt,., PP.o<ILQti"'. rr L"P:l <la.ra.V <Jnp b<I/\CLqc:J,- BIi>,' ra.. bab>a./\- l:>L PV•O.o' lnPPA•nd.oti•a' �PLEINS FEUX SUR LES FRANCOPHONES A FRANCOPHONE FOCUS Although mandated by the Ontario government to provide instruction in the English language, the Northern Ontario School of Medicine is committed to being responsive to the needs of the people and communities of Northern Ontario, including Francophones and people for whom their home language is French. The School's Francophone Affairs Unit and Francophone Reference Group (FRG) work collaboratively to liaise with Northern Franco-Ontarian communities for the purpose of identifying and responding to the needs of Francophones in the ongoing development of the School. In May, 2005, a milestone symposium entitled "Francophones and the Northern Ontario School of Medicine" was held to provide Fran cop hones the opportunity for all Northern Ontarians to learn more about the School, and to have input into its Francophone initiatives. The discussions and recommendations arising from the Symposium fed directly into final report which continues to act as a guide book for strengthening the School's partnerships with the Francophone community. A follow-up symposium will be held in Timmins in September, 2007, and will focus on recruitment efforts for Francophone students, residents and communities. Bien qu'ayant rer;u du gouvernement de !'Ontario le mandat de dispenser l'enseignement en anglais, l'Ecole de medecine du Nord de !'Ontario s'est engagee arepondre aux besoins des habitants et des communautes du Nord de !'Ontario, notamment des francophonesetdespe~onnesdont la langue de travail est le franc;:ais. L'.Unite des affaires francophones de l'Ecole et le Groupe temoin francophone (GTF) travaillent en collaboration pour assurer la liaison avec les communautes franco-ontariennes du Nord afin de recenser les besoins des francophones et d'y repondre dans le developpement continu de l'Ecole. En mai 2005, un symposium cle intitule « Les Francophones et l'Ecole de medecine du Nord de !'Ontario » a offert ataus les habitants du Nord de !'Ontario la possibilite de se renseigner davantage sur l'Ecole et de contribuer aux initiatives francophones. Les discussions et les recommandations decoulant du symposium ont ete consignees dans un rapport final qui sert toujours de guide pour le renforcement des partenariats entre l'Ecole et la communaute francophone. Un symposium de suivi aura lieu aTimmins en septembre 2007 et portera sur les efforts de recrutement d'etudiants, de residents et de communautes francophones.francophone du Nord de !'Ontario. �A MESSAGE FROM THE CAO OF THE NORTHERN ONTARIO SCHOOL OF MEDICINE The Northern Ontario School of Medicine is nearing the completion of the transition from being a startup organization to becoming an established, fully-functioning medical school. While there have been many challenges, managing the necessary aggressive growth has certainly been one of the greatest. Let me cite just a couple of examples: • When I joined what was then the Northern Ontario Medical School, or NOMS, in the fall of 2002 there was a staff complement of six. By April, 2006 that number had increased to 161 full and part-time employees, exclusive of stipendiary faculty! By June, 2007 NOSM employed 246 full and part-time employees, not to mention more than 500 clinicians with stipendiary faculty appointments. • Budgets have increased from $5 Million to $36 Million. In 2006-2007 NOSM processed a staggering number of individual payments for suppliers, preceptors, and employee travel reimbursements - 17,500, to be exact - with a total dollar value of $23.7 million. That was up 99 % in volume, and an increase of 148 % in dollar value, from the year before. • NOSM's facilities have been in expansion mode from the moment of the School's birth. Our facilities staff continually rises to the challenge of meeting the needs of a growing complement of students who learn and study across the vastness of Northern Ontario, an increasing number of staff and faculty, and the needs of our many partners whom we value. Technological equipped classrooms and state of the art clinical skills and research laboratories support the distributed education model of the School. • In April, 2006, NOSM closed its first Bursary Fund Campaign with a resounding $13 million being raised to support NOSM students in need of financial aid. A small group of NOSM staff and a host of volunteers with sheer determination worked diligently to exceed the expectations of many. The leadership of the two volunteer Campaign Co-Chairs and the support of the Development staff of the two host universities working with the School were critical success factors. Northern communities demonstrated, through their generosity, their commitment to the School. The Ontario government, Northern Ontario Heritage Fund Corporation, generously provided matching funds. With students, faculty and staff distributed throughout Northern Ontario, effective technology is fundamental to the delivery of medical education and the administrative work that supports all areas of the School. Staff of our Technology Unit continues to graciously meet the demands of ensuring that the appropriate technology infrastructure is in place so that medical education, research, community partnerships, administration and related School functions can occur anytime, anywhere. Many milestones were passed here at NOSM during the period covered by this report, but let me mention one other, the incorporation of the Northwestern Ontario Medical Programme (NOMP) and the Northeastern Ontario Medical Education Corporation (NOMEC) into our NOSM administration. As mentioned elsewhere in this Report, both of these programs paved the way for the creation of Northern Ontario's own Medical School in many, many ways, and it is inconceivable that our School would be where it is today without the pioneering efforts of NOMP and NOME( and their respective staffs, many of whom are now members of the NOSM family. The challenges of a complex organization that prides itself on numerous collaborations across a campus that spans thousands of kilometres can only be tackled by a team of talented staff who chose to join the journey. Few outside the School can fully appreciate the passion and commitment to implementing a Northern medical school, and how far beyond the call of duty the employees at NOSM have gone in order to create "a Medical School like no other." To each and every one of you - "Bravo!" - And thank you, from the bottom of my heart. Dorothy Wright Chief Administrative Officer NOSM CAO Named One of Northern Ontario's "Influential Women of the Year" NOSM CAO Dorothy Wright has been named as one of Northern Ontario's most Influential Women for 2007 by Northern Ontario Business. NOSM Founding Dean Roger Strasser expressed his delight in Wright's latest accomplishment, noting that her business acumen and contract negotiation skills have profoundly contributed to the establishment of Canada's first medical school in over 30 years. "I am extremely happy to congratulate Dorothy on receiving this prestigious award," said Dr. Strasser. "She is an inspiring example of a professional business woman, and truly deserves to be recognized for her leadership role at the Northern Ontario School of Medicine, and her outstanding contribution to Northern Ontario's public sector." CAO Wright accepted the Award at a gala luncheon held in Thunder Bay in June. Northern Ontario School of Medicine 23 �Support of student financial aid furthers the goals of NOSM students and the communities served by the School. The School's Bursary Fund provides financial aid to medical students to help them avoid incurring debt at the end of their training. The Northern Ontario School of Medicine received its first donorfunded award in 2003. The success of the School's inaugural campaign was due in large part to the energy and commitment of Elizabeth Dougall, Chair of the NOSM Board of Directors Fundraising Committee, Gerry Lougheed Jr. and Greg Pilot, Campaign Co-chairs. By May 2007, more than 2000 individuals and organizations had contributed to the School's bursaries now valued at more than $15 million. Along with the tremendous support of individuals and corporations, NOSM has been fortunate to have key community groups from across the North join forces to donate funds for the student bursaries. Contributions to the student bursary funds can live in perpetuity through the establishment of endowed awards. Endowments may also be eligible for matching funds through the generous assistance of the provincial government. Financial support for medical students is needed for years to come. With an annual intake of 56 students, by 2008 the School will have 224 students working towards their MD. The Northern Ontario Heritage Fund Corporation (NOHFC) is the largest single contributor to the School's student bursary campaign. The Corporation's $5 million in matching funds supported the School's inaugural campaign which raised $12.9 million for student bursaries, and included contributions from over 2,000 donors. 2006-290-Z J ij-DGETED SOURCES OF FUNDING The Northern Ontario School $1 ,715,000 (4.7%) $705,000 (1.9%) of Medicine operates within a ■ THE BENEFITS OF FINANCIAL AID Bursary Money Awarded Funds generated from NOSM investment income 2006 2005 $333,480 $494,594 ■ ■ Ministry of Training, Colleges and Universities balanced budget. Ministry of Health and Long-Term Core Tuition The 2006-2007 approved budget expenditures were $36,594,000; 55% of which is allocated to Other salaries and benefits, and 45% Funds from both endowments and annual awards $47,790 $74,755 Number of Bursaries Awarded 71 132 to educational, administrative, and capital expenditures. Funding received by the Northern 2006-2007, &,~ROVED BUDGET EXPENDITURE Ontario School of Medicine ■ Administrative Operating Costs "Without the NOSM Bursary Fund, many of our students would struggle to pay tuition. I know I would! Every bursary helps and it is wonderful to have so much support from the community. One day, I hope to be in a position to support future medical students as well." Ching Yeung.Classof2006 Educational Operating Costs ■ Capital Expenditures totalled $36,594,000 in 2006-2007 and is received from the following sources: Ministry ofTraining, Colleges and Universities (61%); Ministry of Health and Long-Term ■ Salaries and Benefits Care (32.4%); Tuition (4.7%); and Other (1.9%). �·r--,~ ~ ;] - OJ,\) 0-.NJW.:..C - -co I loboret Dr. Judith Woodsworth Chair, Sudbury Ron Chrysler Sudbury Dr. Peter Hutten-Czapski Haileybury Elizabeth Moore Constance Lake First Nation Dr. Fred Gilbert Vice Chair, Thunder Bay Jacqueline Dojack Sudbury Goyce Kakegamic Thunder Bay Jean Naponse Naughton Dr. Roger Strasser CEO and Secretary, Thunder Bay and Sudbury Helen Cromarty Sioux Lookout Maureen Lacroix Sudbury Michael S. O'Neill Sault Ste. Marie Hermann Falter Sudbury Jeremie Larouche Thunder Bay Tracey Ross Sudbury James Gordon Sudbury Debbie Lipscombe Kenora Lou Turco Sault Ste. Marie Sheila Hardy Sudbury Neil MacOdrum Geraldton Dr. Stephen Viherjoki Thunder Bay Fabien Hebert Hearst Dr. Neil McLeod Newmarket Brian Walmark Thunder Bay Arie Hoogenboom Dryden Dr. Dermot Mcloughlin Sioux Lookout John Whitfield Thunder Bay Austin Hunt Kagawong Dr. Bill McMullen Sudbury Dr. Jean Anawati Sturgeon Falls Dr. John Augustine Thunder Bay Liliane Beauchamp Ottawa Tracy Buckler Thunder Bay Dr. Amar Cheema Sudbury The staff at NOSM work collaboratively, sometimes across lengthy distances, to 2003-04 ensure the success of the 2004-05 School's unique distributed medical education model. 2005-06 Providing a breadth of 2006-07 proficiencies ranging from administrative and technical 0 50 100 150 200 250 support to curriculum and program development, our staff are located across Northern Ontario. NOSM began as a small organization with a handful of employees in 2002. Over the last five years, our staff numbers have increased from 37 employees in 2003-04 to our current compliment of 246 staff in 2006-07. Representing a range of professional expertise, and geographic, cultural and linguistic diversity, NOSM staff are an integral and appreciated part of ensuring that NOSM graduates physicians and supports health-care professionals with an appreciation for the distinctive realities of Northern Ontario. The NOSM and Board is responsible for the corporate fiscal governance of the School, and provides oversight of the institution's Senior Management. for Training, Colleges and Universities. Undergraduate and Postgraduate medical students and health professionals are also represented. The Board consists of 35 distinguished residents of Northern Ontario who are nominated by key stakeholder groups, including the host universities, municipal, Aboriginals, and Francophone organizations, and the Ministry The Chair of the Board serves a three-year term. The position alternates between the Presidents of Lakehead and Laurentian Universities. Dr. Fred Gilbert served as Chair from 2002-2005. Dr. Judith Woodsworth is Chair from 2005-2008. 27 �The Northern Ontario School of Medicine (NOSM) is committed to corporate, social and academic accountability, and this is reflected in the School's organizational structure. Academic Council provides the framework to ensure the involvement of the school's faculty members in all aspects of academic governance. The Board of Directors is responsible for the corporate governance, fiscal management, and appointment and evaluation of the Dean and Chief Executive Officer. The Senates of the two universities provide academic authority to NOSM. A Joint Senate Committee for the School has been established to receive academic proposals from the NOSM Academic Council. The School's The Dean is the CEO of the School's not-for-profit corporation, and as such has two distinct roles and reporting responsibilities. The Dean, as an Academic Dean, is accountable for NOSM academic activities through the NOSM Academic Council and the Joint Senate Committee for NOSM to the two University Senates. The Dean, as CEO of the NOSM Corporation, is accountable to the Board of Directors for the organization and management of the School. ♦♦ • ♦ THUNDER BAY Joint Serwte Comm1tee for the f'lo,ihern Ontorio 1 School of Medicine , Boord Comrnittees u ::E - LU t,I J Acaclemic Council Ci >"'-/ • \ • & <( CEO ~ Undcrgraduato Medico! Educa1ion Commit!- Adma:uons Re3eorch Commitlee Committao Nom1nal1ons C<>Mniiltee Foalty OM!lopment Ccmmitwto I • .... 8 :::0 -0 0 :::0 ~ m Fawlty P.omotion ond Tl!fllUf& Committeo Hoollh lntormot,on Resource Ccintre lhc,r, Committee Postgrod~e Mod,c,al Educahan C<)Rlmineo Ac:adornc Appoals Convnilt~ ♦ In addition to modules at the ~ Comprehensive Community Clerkship (CCC):Third-year students Laurentian and Lakehead spend the entire year completing a University Campuses, extensive Comprehensive Community Clerkship community-based educational (CCC) in a host community within assignments called Integrated Northern Ontario. Community Experiences (ICE) are an integral, and unique, element of the Family Medicine Residency NOSM curriculum. As such, NOSM Community Rotation {FMRC): "classrooms" are unique and often NOSM's Family Medicine Residents of non-traditional. the Canadian Shield program (RoCS) accommodates 30 residents per Aboriginal Community (CBM 106): year in its two-year program. Family At the end of Year One, students Medicine Residents undertake clinical spend four weeks in an Aboriginal learning placements in Northern community within Northern Ontario. Ontario communities. Remote/Rural Community {CBM108/110): Second year students + Local NOSM Group (LNG): Groups complete two-four week placements with local members established to in small rural or remote Northern ensure local representation within the communities at the beginning and School. end of term. TORONTO �Northern Ontario School of Medicine � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Lakehead University Collection Description An account of the resource Photographs from Lakehead University's history: people, events, and campus. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Northern Ontario School of Medicine Community Report 2007 Subject The topic of the resource Universities Description An account of the resource 2007 Community Report produced by the Northern Ontario School of Medicine (NOSM) Creator An entity primarily responsible for making the resource Northern Ontario School of Medicine Date A point or period of time associated with an event in the lifecycle of the resource 2007 Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text https://digitalcollections.lakeheadu.ca/files/original/98e7fd0836cb3dbbdb35ced27d1f99fd.pdf af0752cc8b5b8e218af818d16aabfa63 PDF Text Text ,, .,. r Lakehead University =-=---~-~------i / �GENERAL INFORMATION GENERAL INFORMATION "Continuing Education" is a term reflecting the fact that today, as never before, formal education is a continuing process. Adults must expect to return again and again to educational institutions to upgrade both job skills, and life skills--the ability to function successfully as employees, parents, citizens , consumers, users qf leisure time and so on. Continuing Education is not new to Lakehead University. In recent years "adult students", both full-time and part-time, have constituted up to one-third of the University's undergraduate population. All were engaged, truly, in "continuing education". The Continuing Education programs in this brochure seek to extend these opportunities to those in the community who do not desire credit courses but who wish an opportunity to keep up-to-date with new developments, to broaden their horizons, or to make more creative use of leisure time. The University hopes that all who are interested in continuing education will find something of value in these programs. To those whose needs are not met, we extend an invitation to make the University aware of needs and wishes. If you, as an individual or on behalf of a group, have any suggestions to offer regarding possible courses, seminars or programs for the future, please contact the Director of Extension. REGISTRATION: Students may register for non-credit courses by mailing the requisite fee along with the enclosed registration form to Extension Registration, Lakehead University, Thunder Bay, Ontario. Or, students may register on the first day of class, at the class. CANCELLATION AND WITHDRAWAL: Fees for the non-credit courses are established at a level which will pay costs if the minimum enrollment is met. Since the University receives no grants to support non-credit offerings, minimum enrollments must be met before the course can proceed. Where the course has to be cancelled, a full refund will be provided. Where the fee is $20. 00 or more, a registrant may withdraw from an on-going class at not later than its third meeting, providing the Director of Extension is notified in writing. Failure to attend classes or verbal advice to the instructor cannot be considered notification of withdrawal. When the registrant withdraws with refund, an administration fee of five dollars will be deducted. Where the fee is less than $20. 00, no refund will be issued. SINGLE LECTURE ATTENDANCE: Where the brochure so indicates, individuals are invited to attend single lectures. Such individuals should come prepared to pay the appropriate fee to the class secretary at the beginning of the class. Regular students will be provided with an Admit-toLecture card which should be shown on request at any lecture. PARKING: Parking is available on campus. �COURSES THE ENDANGERED ENVIRONMENT A non-credit exploratory course presented jointly by the Departments of Geography and Forestry at Lakehead University. The course is designed for members of the public who are concerned with the pressing problems of enviromental abuse and management, and who are interested in a background understanding of environmental processes and the manner in which these are pertinent to particular problems, especially with reference to those affecting Northwestern Ontario. The course is designed to fall into two parts, the first · being an introducation to the nature of the environment, and the second being an introducation to the various problems inherited by past and present use of natural resources, and discussion of the possible solutions. No prerequisite qualification other than interest is asked of intending registrants, and no coursework or examination will be given. Students may register in either or both parts. FALL SECTION 1 The Environment In Balance An introduction to the concept of equilibrium and the cyclic nature of many physical and biological phenomena, and a view of the time scales involved. This theme will be a recurrent one in succeeding lectures. 7 Man And Environmental Influences 4 The Water Resource In The Life Of Man - Influences, use, abuses. The relationship of the natural environment to differences in metabolism, diet, physical activity and mental health. The extent to which Man is influenced, and the extent to which he is able to combat such influences. Historic review of legislation, and consideration of trends, problems, philosophies, in agriculture, forestry, urban growth and planning for these. 8 6 The Changing Environment A drawing together of the previous six lectures within the phenomenon of climatic change. The Pleistocene glaciation and climatic fluctuation, and the significance of these events in bringing about world-wide continuous changes of the distribution of climates, soil and vegetation types, water, and the effects these had on the early history of Man. 9 The Glaciation Of The Great Lakes Area An account of the history of glacial events which resulted in the landforms and superficial deposits which now characterize Northern Ontario. 10 The Palaeogeography Of The Great Lakes Area In The Late And Post-Glacial Periods. An account of the succession of climatic changes in the last few thousand years and the biotic responses to these changes, including the migrations and occupancy by Man. 11 Mapping The Changing Environment The urgent need for accurate large scale maps for planning and management of natural resources. Survey and photogrammetric techniques of rapid mapping of changing urban and rural areas. The N. T. S. and the ARDA land inventory map series. The orthophoto and orthophotomap. The computer map. Canada's contribution to world developments in mapping techniques. S Land Utilization And Management In Ontario - Foundations Of Planning Resource Management - Photogrammetry and mapping in geography and forestry. 7 Man's Uses Of The Forest Logging: A Historic Review to the present. 9 7 Man's Uses Of The Forest - Parks and Recreation - wilderness forest reserves, planning. 10 Man's Uses Of The Forest - Urban Parks and Recreation - values, criteras in planning. 11 Prospects And Precautions For Northern Development. The Politics Of Resource Conservation - 12 Panel discussion et al. Legislators, industry, lands and forest will be invited. COURSE CO-ORDINATORS: Dr. B. A. M. Phillips, Associate Professor, Depart- WINTER SECTION S 1 (LU. code: 3 The Landsurface The processes of weathering and the formation of soils, the distribution of soil types in relation to regional and local factors, and the significance of minor changes in s<?il conditions. Soil as a natural resource. 4 The Biosphere The Surface And Ground Waters 12 Remote Sensing Of Natural Resources An introduction to airborne methods of sensing particular ground phenomena and recording data by infrared, radar and other techniques. The use of earth orbital satellites in collection of ground data and for resource planning and management. On The Nature Of Forests And Of The Tree - The hydrological cycle and the significance of natural water storage. The river and its role in landscape change; the morphometry of a watershed and the river regime, lakes. Water as a natural resource. Composition, structure, functions. A general consideration of the forest as a dynamic, biological complex. 6 Characteristics, conditions, soil-types, and a description of the tree species of Northwestern Ontario. The Oceans The structure of the ocean masses and their circulation, their role in climatic control. The littoral shelves as resource areas; the nature of the equilibrium of oceanic life. The ocean as a resource. 2 3 The Forest Regions Of Canada And Ontario - Forest Environmental Influences - Climate, precipitation, the atmosphere, stream flow. 4 Fish and Wildlife Management~ Man's Uses Of The Forest- The symbiotic nature of vegetation and animal life and their distribution in relation to climatic and landform patterns. The biosphere as a natural resource. The Atmosphere Atmospheric processes, weather and climate, regional, local, and micro-climates. The atmosphere as a natural resource. A lecture-discussion course on the relevance of the Christian church to the problems of our time and the revolution in modern theological thought and practice. Sponsored jointly with the Thunder Bay Ministerial Association, lecturers will include university faculty, local and visiting clergy. 1 Theological Revolution Today? 2 Who or What is God? 3 Is God Personal? S 6 8 ment of Geography. Mr. K. W. Heamden, Associate Professor, School of Forestry. Location: Room MB -1015 (formerly 1035 Main Building) Time: Wednesday evenings, 8:00 p.m. commencing September 30 (fall term) and January 6 (spring term) Fee: $15.00 per term Students - $3.00 per term Minimum Enrollment: 25 full fee registrants 2 CHRISTIANITY IN CRISIS 27-51-350) 8 9 10 11 12 Text: Christ--The Man for Others, or the Man from Beyond? Christianity-This Worldly or Other Worldly? A New Morality? The Bible as Inspired Literature. The Human Spirit and the City. The Church--A Worldly Institution or a Serving Community? Christian Meaning. Christianity and Sexuality. City of God or the God of the City? Basic Readings Bishop Robinson, Honest to God Harvey Cox, The Secular City Vatican II Documents Supplementary Readings The Honest to God Debates The Secular City Debates Location: Room MB -1035 Time: (formerly 1035 Main Building) The course will be held on Monday nights at 8:00 p.m. during the fall and winter. The fall term will commence October 19 for six weeks and the winter term will commence January 11 f~r a further six weeks. Fee: $15.00 per person and $25.00 per couple, will include the three basic readings. Supplementary reading material will be available at the University Bookstore. Individual lectures - $ I.SO Course Advisor: Rev. Dr. W. S. Morris, Professor, Department of Philosophy Minimum Enrollment: 25 (L.U. code: 27-52-350) �PROBLEMS OF LOCAL GOVERNMENT The intention of this program is to provide a meeting place where concerned citizens and public officials can discuss local problems of the day. Elected officials and public service officers from various branches of local government have been invited to attend as guest speakers and resource people. 1 The Legal Context - The municipality, the province and the federal government. Is independence possible? The big city and the small town. 2 The Environmental Context - planning land use, urban renewal, parks, transportation, services. 3 The Environmental Context - sewage disposal, pollution control, open spaces, street maintenance, snow removal. 4 Schools - Locally responsible? Problems of planning. Parent-teacher-board relations. Class size. Class size and program content. S Schools - continued. 6 Financing of Local Government - Assessment and re-assessment. Is a "fair" tax base possible? The mill rate. Provincial subsidies. Tax exempt land. Can we have high class services without high taxes? 7 Welfare - the municipal responsibility. Provincial aid and regulations. Can welfare be humanized? The welfare recipient as a citizen. 8 Einancing and Welfare - continued. 9 Community services - library, police, streets, public housing, etc. Are they responsive to our needs? 10 Amalgamation and Decentralization - How do we achieve efficient, citizen-responsive local government? 11 Municipal J>olicies - How are our leaders elected? To whom are they responsible? The future of party politics in the city. 12 Problems of the Elected Official and Municipal Employees - hours, pay pressures, rewards. 13 Economic Development of the Region - What is the future - industry, tourism, investment, Provincial and Federal incentive programs. 14 Summary and Unfinished Business. Time: Thursday evenings at 8:00 p.m; commencing October 29, 1970. Location: Room: MB-1061 (formerly Room 1000, Main Building). Fee: $10.00 Students - $2.00 Individual evenings - $1.00 Minimum Enrollment: (20 full fee registrants) (L.U. code: 27-53-350) MAN AND HIS DRUG AGE This program is intended to give the concerned layman an opportunity to become better informed about the problems and opportunities created by the widespread availability and use of "chemical comforts" of many kinds--drugs, alcohol, barbituates, sedatives, etc. No ethical or moral attitudes are assumed on the part of either discussion leaders or participants and each will be free to examine critically the attitudes and standards of conduct most appropriate to the problems and opportunities created by Man and His Drug Age. The program is intended to last for 15 sessions but is not rigidly structured. Rather, a number of resource people have been contacted and they will try to be available as the needs of the group require. A partial list of the resource people contacted is as follows: Dr. A. A. Asimi - Sociology Department, Lakehead University Dr. Neil S. McLeod - General Practitioner, Fort William Clinic Mrs. Colleen Hughes - Social Worker, St. Joseph's General Hospital Mr. Dale Torrie - Social Service Worker, formerly associated with the Fort William Youth Centre Dr. J. A. Moore - Director of Clinical Services, A.R.F; Thunder Bay Mr. A. Moss - Director of Community Services, A.R.F; Thunder Bay Time: Tuesday evenings, 8 :00 p.m. commencing Tuesday, October 20, 1970. Location: Room: MB -1006 (formerly Room 1056, Main Building). Fee: $20.00 Students $5 .00 Minimum Enrollment: 20 full fee registrants (L.U. code: 27-54-350) TEACHING ORAL FRENCH BY AUDIO VISUAL METHODS A demonstration of a new technique for teaching oral languages to children, ages 7 to 12. This method, entitled Bonjour Line, has been specially devised for children. It enables intensive use of recorded sound and film to teach dialogue patterns on subjects of interest to children and with which they are familiar: games, animals, stories and so on. The method is designed for children who have already learned the essentials of reading and writing their own language. There is therefore no danger of confusion with spelling or pronunciation of their mothertongue. Since only French is used in this direct method the child's mother-tongue does not necessarily have to be English. These lessons will supplement but in no way conflict with oral French instruction which children will be receiving in elementary school. Instructor: Mme. Louise Quirelle Time: Saturday mornings, 10: 30 - 11: 15 or 11: 30 - 12: 15 commencing Saturday, October 3rd for 12 weeks. Classes will be held in one of the modern teaching laboratories of the Department of Languages, in the Main Building. Fees: $ 15 .00 per child per term: second and subsequent children of the same family (brothers and sisters) $8.00. Minimum Enrollment: 15 A third morning session will be held during the fall and a continuation or repetition of the program will take place for twelve weeks during the winter term if there is sufficient interest. (L.U. code: 27-55-350) VISUAL EXPERIENCE A course designed to intensify personal visual awareness of the world around. It will also look briefly at the way in which the artist orders his visual impressions into a coherent living form. No previous knowledge of art is required, only a willingness to look closely at the immediate environment. Students should bring pen and paper, pencil or charcoal, and, ideally, a camera. Time: Tuesdays and Thursdays for 8 evenings, commencing Thursday, October 15 at 8:00 p.m. Location: Room MB -1001 (formerly Room 1149 Main Building) Instructor: Mrs. Frances Smith, formerly art officer, Arts Council of Great Britain. Fee: $10.00 Minimum Enrollment: 20 (L.U. code: 27-56-350) EVOLUTION AND REVOLUTION IN THE THIRD WORLD An eight week lecture - discussion series on developments in the Third World with particular reference to the Indian Sub-Continent. Dr. Sarbadhikari has spent the summer of 1970 in India observing the political scene and talking with leading political figures. Lecturer: Dr. P. Sarbadhikari, Associate Professor, Department of Political Science. Location: Room MB-1027 (formerly Room 1023 Main Building). Time: Wednesday evenings, 8:00 p.m; commencing January 11. Fee: $10.00 Students - $2.00 Minimum Enrollment: 20 full fee registrants (L.U. code: 27-57-350) �CELESTIAL NAVIGATION MAN AND HIS ENVIRONMENT In fifteen lessons the student is led from the fundamentals of astronomy {with no higher mathematics required than the ability to add and subtract numbers) through the use of the sextant to the reduction of observations taken from a simulated voyage on the North Atlantic. An examination of the growth and functions of Canadian cities. Particular attention will be paid to the way in which the urban environment affects Canadian society and the manner in which urban society attempts to shape its habitat. Text: FALL SESSION: "Celestrial Navigation" by F. W. Wright (Cornell Maritime Press Inc.) 1 Lecturer: Dr. J. S. Griffith, Associate Professor of Mathematics, Member of U.S. Institute of Navigation; late member H.M. Nautical Almanac Office. 2 Location: H.M.C.S. Griffon Time: Tuesday evenings at 8:00 p.m; commencing January 12 Fee: $25.00 Students and Sea Cadets - $5.00 Minimum Enrollment: 20 full fee registrants 3 4 (L.U. code: 27-58-250) PSYCHIATRIC NURSING FOR GRADUATE NURSES This course is designed to promote recognition of the physically and/or emotionally ill and to develop a deeper understanding of the principles involved in establishing therapeutic relationships. Instructor: Mrs. L. Lyss, Assistant Professor, School of Nursing. Tuesday and Thursday evenings commencing Tuesday, February 2nd, and continuing through the winter session to April 13th, 1971. Location: LI -4005 ( formerly Room: L-411 in the Library). Fee: $60.00 Minimum Enrollment: 12 S 6 7 8 Defmitions of "urban" I Formal - examples from all continents. II Functional III Elaboration and comparison of Canada and U.S. formal definitions. Urban Development I Origins of urban settlement II Spread of urban settlement III Changing forms and functions of urban settlement World Urbanization I Statistical study 1800-1950 II Differential input by area a) 19th Century rural-urban migration b) 20th Century urban population growth Canadian Urbanization I Statistical Study 1851-1961. Canada and Provinces compared. II Differential growth by size-class. III Comparative study of growth of Port Arthur and Fort William IV Pattern of settlement development. Classification of Cities I Functional - Harris II Service - Nelson III Industrial - Alexandersson IV Value of classification Classifications of Canadian urban settlements I Results of Maxwell's classification II Value of this for further study III Application of 5-2 to Canada Examination of One Representative of Each Type Identified In Either 6-1 or 6-3 Inter-Urban Theory I Central Place Theory II Concept of the "threshold" lil Concept of the range of the good 9 Application of 8 to Northwestern Ontario 10 Urban-Rural Relationships I Concept of service area 11 Concept of tributary area III Dynamics of 1 and 2 IV Techniques Consumer travel behaviour (L.U. code: 27-59-350) 11 12 The city-centred region I Administrative structures II Urban and rural municipality relationships III Amalgamation at Canada's Lakehead IV Regional goverment in Ontario WINTER SESSION 1 Internal Urban Patterns I The land use map II Analysis of zones a) commercial b) industrial c) residential 2 Theories of urban structure I Concentric Zone II Sector III Multiple Nuclei 3 Ethnicity and the City 4 Race and the City S Social Class and the City 6 Urban Demographic Characteristics I Age-sex differences in Canada a) by area b) by town-type 7 Urban Demographic Characteristics (cont.) II a) Rural-Urban migration b) City-City migration c) Intra-city migration d) Effect on housing market 8 The Changing Housing Market I The apartment "boom" a) Canada b) Toronto c) Thunder Bay II Supply and demand influences III Changing locational pattern 9,10, and 11 Controlling Urban Development I Urban planning II Urban renewal III Neighbourhood "concept" IV Canada's new towns a) bases b) forms c) company-worker relationships 12 Transport and the City Texts: J. & R. Simmons, Urban Canada, Copp Clark, (Toronto, 1969). . N. H. Lithwick and G. Paquet, Urban Studies: A Canadian Perspective, Methuen, (Toronto, 1968). Selected papers, available in Lakehead University Lib- rary. These may be xeroxed ( at a charge) by the individual for his own use. Assignment of Grades: Assignments submitted for marking will count for 20% of the final grade. Contributions in the form of prepared papers will count for 20%; There will be a final written examination which will count for 60%. Instructor: Mr. I. G. Davies, Assistant Professor, Department of Geography. Location: Room MB-1024 (formerly Room 1020, Main Building) • Time. Monday evenings, 8:00 p.m., commencing September 28 Fee.. $100.00 Enrollment: Minimum I 0, Maximum 30 (This course has been developed with the assistance of the Ontario Association of Real Estate Boards. For this reason, first preference will be given to realtors and appraisers should a shortage of places appear. Consideration is being given to making this course a regular university credit course. Should this develop during the life of the course, students may transfer to credit status by fallowing the regular procedures for gaining admission as a part-time student to th~ University and by paying the additional sum requzred to bring the fee up to the credit level.) (LU code-27-60-350) �EFFICIENT READING PROGRAM A Efficient Reading Course: The course is designed to improve reading skills which will increase both speed and comprehension. Initially, emphasis will be placed on increasing reading speed. Then rapid comprehension will be emphasized and, in the latter part of the course, time will be spent on various types of reading which the students are involved in outside the context of the course. The course consists of one 3-hour class per week for 10 weeks. It will be offered twice during the regular school year. The first course will begin on Monday, October 5 and the second on Monday, January 4, 1971. Instructor: Dr. F. D. Colman Location: Room MB-1061 Time: Mondays, 7:00 p.m; beginning October 5 and January 4. Fee: $30.00 L.U. Students - $15.00 (fee includes work books and other materials for the course) Mini.mum Enrollment: 20 Maximum: 35 Should there be sufficient demand, extra evening classes and day classes will be scheduled. B Reading Tests: A service will be offered to those interested in finding out their reading speed and comprehension. Reading tests will be given in the following time slots: Mondays: 10:00 a.m. - 12:00 p.m. Wednesdays: 7:00 p.m. - 9:00 p.m. Fridays: 2:00 p.m. - 4:00 p.m. Appointments should be arranged through the Extension Office. Fee: $2.00 (L.U. code: 27-61-350) Director of Extension LAKEHEAD UNIVERSITY Postal Station P, Thunder Bay, Ontario, Canada. Telephone - 345-2121 Local 210 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Lakehead University Collection Description An account of the resource Photographs from Lakehead University's history: people, events, and campus. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Lakehead University Continuing Education 1970-1971 Subject The topic of the resource Universities Description An account of the resource Brochure and course information for Continuing Education offerings, 1970-1971. Creator An entity primarily responsible for making the resource Lakehead University Date A point or period of time associated with an event in the lifecycle of the resource 1970 Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text https://digitalcollections.lakeheadu.ca/files/original/69134b9af3d1c2223c8f096addb625b0.pdf 2364a84b2f3d90cf45e4044727cfa464 PDF Text Text ��Contents 4 6 14 23 Northern Ontario School of Medicine ©2014 I For additional copies, please contact: communications@nosm.ca Working Together for a Healthier North Educational Excellence Community Collaboration Outstanding Research 30 Organizational Effectiveness 37 Sustaining the Future ��Message from NOSM Board Chair and President, Laurentian University Mr. Dominic Giroux When people with a common goal come together, great things are possible. On the eve of ten years since the admission of our charter class, the Northern Ontario School of Medicine is a shining example of what can happen when we work toward a shared dream. NOSM was created because many in Northern Ontario came together to find a solution to concerns about accessible, relevant health care in the region. NOSM's achievements are Northern Ontario's achievements. Because of the people of Northern Ontario, NOSM has flourished, and continues to deliver on its social accountability mandate to contribute to the improved health of people and communities across Northern Ontario. NOSM is Northern Ontario's medical school, and is only possible because of the contributions of alumni, staff, faculty, donors, communities, and partner organizations across the North who work together to realize the common goal of a healthier North. Message from NOSM Board Vice-Chair and President, Lakehead University Dr. Brian J.R. Stevenson As Dean Dr. Roger Strasser is fond of saying, the Northern Ontario School of Medicine is "No Ordinary School of Medicine:· In 2013, NOSM received the international ASPIRE Award for Excellence in Medical Education because of the School's success in fulfilling its social accountability mandate-the mission to direct its education, research, and service activities to address the priority health concerns of the communities of Northern Ontario. While this award recognizes NOSM's international leadership in the area of social accountability, the impact of this mandate is being experienced locally. NOSM is having a positive effect on the recruitment and retention of health professionals across Northern Ontario. A growing number of Northern Ontarians have NOSM-trained health professionals caring for them in their communities. I think, collectively, we can take pride in our medical school, and the many collaborators who continue to make NOSM an outstanding success. NorthernOntarioSchoolofMedicine I Community Report 2013: Working Together for a Healthier North 3 �• What does distributed, community-engaged education and research look like? • • • • • The Northern Ontario School of Medicine (NOSM) has campuses at Lakehead University in Thunder Bay and Laurentian University in Sudbury, with over 90 teaching and research sites across Northern Ontario. Learning is supported by over 1,300 faculty members and more than 200 employees. • NOSM's model is comprised of partnerships and collaborations with individuals, communities, and organizations (including Aboriginal and Francophone), hospitals and health services, physicians and other health professionals, universities and colleges, information communication technology organizations, and other medical schools. These partners and collaborators are working together to advance the dream of equitable, responsive health care for all Northern Ontarians-in short, they are working together for a healthier North. • • • Thunder Ba 4 NorthernOntarioSchoolofMedicine I Community Report 2013: Working Together for a Healthier North �ea • 1er Mapping NOSM's Distributed Model Aboriginal Communities First-year medical students spend four weeks in an Aboriginal community in Northern Ontario. Rural/Remote Communities Second-year medical students complete two four-week placements in small rural or remote Northern Ontario communities. Comprehensive Community Clerkships (CCC) Third-year medical students spend eight months completing the CCC in a host community in Northern Ontario. Clinical Rotations Fourth-year medical students undertake six core rotations in a twelve-month period at the academic health sciences centres in Sudbury and Thunder Bay. • 0 0 Northern Ontario Dietetic Internship Program (NODIP) Forty-six week internships are completed in communities throughout Northern Ontario and North Simcoe Muskoka Local Health Integration Network (LHIN). Physician Assistant (PA) Program PA students undertake 40 weeks of supervised clinical rotations in rural and urban settings throughout Ontario, including 20 weeks in the North. Rehabilitation Studies Audiology, occupational therapy, physiotherapy, and speech-language pathology learners undertake clinical placements in a diverse range of practice and community settings ranging from four to 12 weeks in duration. Postgraduate Residency Training Residency training at NOSM occurs at distributed learning sites throughout Northern Ontario. OttawP • • 5 ��Local Pediatrician Opens Practice Dr. Jonathan DellaVedova had an interest in pediatrics from his first day of medical school, but he says it was the teaching and guidance from the local pediatricians in Sault Ste. Marie that helped him feel confident to tackle a pediatrics residency. DellaVedova completed his four-year residency in Pediatrics at McMaster University after graduating from NOSM in 2009. The decision to move back to Sault Ste. Marie was not a difficult one for him, as Northern Ontario, and in particular "the Soo;' is his home. DellaVedova enjoys being close to his family, the unique collaborative professional opportunity at the Group Health Centre, and spending time outdoors. Transitioning into independent practice can be tough, but DellaVedova says the practice environment in Sault Ste. Marie has been very supportive. The support he has received from his pediatrician colleagues and staff at the Group Health Centre and the hospital has made it easy to focus on enjoying practising medicine from day one. "The MD program at NOSM provides a much more closely-knit learning environment than you would find at the larger sites. This provides more early hands-on learning, mentorship from faculty, and opportunities to benefit from the strengths of other students. Even though I hadn't spent much time in a tertiary-care centre before residency, I still felt that I had an advantage over the other first-year residents because of my experiences at NOSM." Dr. Jonathan DellaVedova, Pediatrician Graduate of NOSM's MD Program Sense of Community Brings Dietitian Home "NODIP challenged me to work in a wide range of diverse settings, and introduced me to a variety of health issues pertaining to Northern Ontario. I felt there were plentiful opportunities for self-directed learning, and I was able to meet my own personal needs as an intern, which has certainly prepared me for my current role as a Registered Dietitian in Sault Ste. Marie." Kaitlin Cobean, RD Graduate of NOSM's Northern Ontario Dietetic Internship Program NorthernOntarioSchoolofMedicine I Community Born and raised in Northern Ontario, Kaitlin Cobean's goal after completing her formal education and dietetic internship was to reside and work in the North. Pursuing dietetic studies through the Northern Ontario Dietetic Internship Program (NODIP) at NOSM provided Cobean a wealth of networking opportunities with a variety of health-care professionals. The NODIP curriculum enabled Cobean to work within a team setting with other health professionals, which she believes improved her interpersonal skills. After graduating from NODIP, Cobean accepted a job in her hometown of Sault Ste. Marie as a Registered Dietitian at the Algoma Diabetes Education and Care Program at the Group Health Centre. She is also a Certified Diabetes Educator. Cobean has always had a keen interest in health issues relevant to people living in Northern Ontario, and working in Sault Ste. Marie has instilled in her a sense of pride and passion. Report 2013: Working Together for a Healthier North 7 �Physiotherapist Recruited to Northern Ontario Before his placement with the Northern Studies Stream (NSS) program, Tyler Moise from Cornwall, Ontario had never been north of Barrie. But after hearing a presentation about NSS while undertaking his Masters in Physiotherapy at McMaster University, Moise was inspired to apply to the NSS program to experience Northern Ontario for the first time. "My experience in Northern Ontario has been very inclusive. There is a strong sense of community here, one that is much stronger than in the south. Up here, people are more willing to work together, and everyone is so appreciative of everything you do. I'm excited to become a preceptor so I can expose new students to all the North has to offer." Throughout his two-year program at McMaster, Moise undertook two clinical placements in Northern Ontario: one in Fort Frances, and one in Sudbury. While in the North, Moise experienced some of the many differences between rural and urban practice for physiotherapists. According to Moise, Northern Ontario settings provide health-care professionals with a more diverse scope of practice than what is typical in the south-an element that he found both exciting and empowering. As a result of his placements through NSS, Moise accepted a position as a Physiotherapist at Health Sciences North (HSN) in Sudbury upon graduation. Tyler Moise, Physiotherapist at HSN Northern Studies Stream Alum Shift in Health-Care Career for PA Grad Dr. Andrew Hamilton was a practising chiropractor in both Northern Ontario and British Columbia when he made the decision to change careers. Wanting to remain in health care, Hamilton chose to undertake training as a Physician Assistant (PA). PAs are skilled health professionals who support physicians in a range of healthcare settings. They work alongside physicians, nurses, nurse practitioners, and other members of the interprofessional health-care team. The PA program is a blended on line and face-to-face program delivered by the Consortium of PA Education, comprised of the University ofToronto, The Michener Institute for Applied Health Sciences, and the Northern Ontario School of Medicine. Graduates receive a Bachelor of Science, Physician Assistant degree conferred by the University ofToronto. "I have always wanted to stay in the North and in the health-care field. Living in cottage country and working in the ER has brought my interest in the outdoors and health care together." Andrew Hamilton, DC, CCPA Graduate of the BScPA Physician Assistant program Hamilton convocated in 2013, and considers himself fortunate to work in the ER at the South Muskoka Memorial Hospital in Bracebridge. 8 NorthernOntarioSchoolofMedicine I Community Report 2013: Working Together for a Healthier North �Acknowledging Outstanding Contributions to NOSM's Success Award of Professor Emeritus Honourary Degree Recipients Dr. Joel Lanphear, former NOSM Senior Associate Dean and Associate Dean, Undergraduate Medical Education, was awarded Professor Emeritus at the Lakehead University convocation on May 31. Lanphear was recognized for his long and distinguished service in medical education, including the early development of the NOSM MD program. On May 31, Lakehead University awarded Dr. Dermot Mcloughlin, a NOSM faculty member and a radiologist in Sioux Lookout, with an Honourary Degree. In addition to his outstanding contributions to Aboriginal health care, Mcloughlin was an inaugural NOSM Board member, and is currently a clinical faculty member. NorthernOntarioSchoolofMedicine I Community On June 4, Laurentian University awarded Dr. Arnie Aberman an Honourary Degree in recognition of his pivotal contribution to the establishment and early development of NOSM, as well as his outstanding contribution to academic medicine nationally and internationally. Report 2013: Working Together for a Healthier North 9 �Another Cohort of Health Professionals Completes Programs Early summer is a time of great celebration for NOSM as learners complete their education from the School's health-professional education programs. MD Students On May 31 in Thunder Bay and June 4 in Sudbury, NOSM's Class of 2013 graduated with a joint MD degree from Lakehead University and Laurentian University. This marked NOSM's fifth graduating MD class. The ceremonies included the hooding of graduates and recitation of the Physician's Oath. Postgraduate Residents NOSM's Thunder Bay Family Medicine residents celebrate their success. The completing residents embraced the unique and challenging experiences afforded by the program, a truly pan-Northern experience based on academic excellence and distributed learning. 10 NorthernOntarioSchoolofMedicine I Community Report 2013: Working Together for a Healthier North �Physician Assistants The second class of Physician Assistants convocated from the Physician Assistant Professional Degree Program on June 4 at the University ofToronto (U ofT). The program is delivered by the Consortium of PA Education, which is a collaborative of U ofT, The Michener Institute for Applied Health Sciences, and NOSM. IIII ..- Dietetic Interns On July 25, the newest class of Registered Dietitians completed the Northern Ontario Dietetic Internship Program (NODIP). Ceremonies were held via videoconference in four locations: NOSM's West Campus at Lakehead University, NOSM's East Campus at Laurentian University, as well as NODIP sites in Barrie and Sault Ste. Marie. Congratulations to all alumni on your accomplishments. NorthernOntarioSchoolofMedicine I Community Report 2013: Working Together for a Healthier North 11 �A First for Northern Ontario Known as the "nobel prize" of family medicine education in Canada, the Ian McWhinney Family Medicine Education Award honours a family medicine teacher who has made a significant national impact on the development of family medicine educational activities. The year 2013 marks the first time that a Northern Ontarian has been lauded with the award-Dr. James Goertzen, NOSM's Medical Director of Faculty Development, Professor of Family Medicine, and Family Physician, was presented with the award in front of a national audience of his peers in November at the Family Medicine Forum held in Vancouver, British Columbia. "Dr. Goertzen served as a guide for me in my early career forays into postgraduate education and faculty development. I have been privileged to witness the impact of his work in education in Northern Ontario and at a provincial and national level in my capacities as a NOSM faculty member, and as a member of the Society of Rural Physicians of Canada, the Ontario College of Family Physicians, and the College of Family Physicians of Canada." Goertzen's innovative contributions to family medicine education over the last 25 years earned him this prestigious award. Throughout his career as an educator, Goertzen has established a venerable reputation as a teacher, researcher, and creator of innovative faculty development opportunities. Dr. Sarah Newbery, Family Physician NOSM Associate Professor Rural Medicine Leadership In April, NOSM was awarded the Society of Rural Physicians of Canada's (SRPC) Rural Education Award. The Rural Education Award, which has been bestowed upon NOSM for four years running, acknowledges that more MD graduates from NOSM are training for rural practice than any other medical school in Canada. 12 NorthernOntarioSchoolofMedicine I Community The award was presented at the Society of Rural Physicians of Canada's annual conference in Victoria, British Columbia. Dr. Lisa Graves, NOSM's former Associate Dean of Undergraduate Medical Education, accepted the award on behalf of the School. Report 2013: Working Together for a Healthier North �Meet Ontario's Family Physician of the Year Dr. Sarah Newbery knew from the time she started medical school that she wanted to practise comprehensive, rural family medicine. Upon completion of her residency in 1996, Newbery and five of her peers established a practice in Marathon-a community that had only one doctor for a population of 5,000. Newbery saw a need that she could assist with, and she has stayed since. As a NOSM Associate Professor in Family Medicine, Newbery is also known throughout the region for her leadership in the structuring of NOSM's curriculum and assessment models. Her passion for rural family medicine is contagious; she has inspired many students to pursue careers in rural, comprehensive family medicine as a result of their training in Marathon. "Rural family medicine is a wonderful career. To be able to care for people throughout their lifetimes is a privilege that is almost unparalleled." Dr. Sarah Newbery, Family Physician NOSM Associate Professor For her dedication and enthusiasm for family medicine, Newbery was named Ontario's Family Physician of the Year in November at the Family Medicine Forum in Vancouver, British Columbia. ASPIRE for Excellence In August, NOSM was thrilled to receive the prestigious ASPIRE Award for Excellence in Medical Education. Receipt of the ASPIRE Award was based on NOSM's success in fulfilling its social accountability mandate-the mission to direct its education, research, and service activities to address the priority health concerns of the communities of Northern Ontario. The award was presented at the opening ceremony of the 40th annual conference of AMEE (the international Association for Medical Education in Europe) in Prague, Czech Republic. Receiving the award on behalf of the School was Dr. David Marsh, NOSM's Associate Dean, Community Engagement. NorthernOntarioSchoolofMedicine I Community Report 2013: Working Together for a Healthier North 13 ��Manitoulin Island Welcomed as CCC Site Unique to NOSM's undergraduate medical education program is the third-year Comprehensive Community Clerkship (CCC) placement. During the eight-month, community-based, longitudinal integrated clerkship, third-year medical students benefit from participation in a continuity-of-care cycle under the guidance of physician teachers. NOSM is pleased to welcome Manitoulin Island to the group of now 14 CCC sites across Northern Ontario where third-year medical students live and learn in assigned communities from September to April. Communities hosting third-year NOSM medical students: Bracebridge Dryden Fort Frances Hearst Huntsville Kapuskasing Kenora NorthernOntarioSchoolofMedicine I Community Manitoulin Island North Bay Parry Sound Sault Ste. Marie Sioux Lookout Temiskaming Shores Timmins Report 2013: Working Together for a Healthier North �Cultural Competency Breaks Barriers NOSM's social accountability mandate includes a commitment to graduate health professionals who are able to provide equitable, responsive health care for all Northern Ontarians. In support of the School's mandate, NOSM hosts continuing education sessions to ensure that clinicians, educators, and staff understand the importance of cultural competence. "Access to health-care systems is about more than opening a door. It's about creating a space for meaningful participation." Dr. Sheila Cote-Meek Member of NOSM's Aboriginal Reference Group Coming to a Shared Understanding Based on the visions of Elder Langford Ogemah, Gaa-taa-gwii (meaning "to join, to help") symbolizes the separate, but equal, life journeys of NOSM's East and West campuses through the joining of eagle feathers. Representing Mother Earth, the red cedar base joins everything together-including all of human kind-signified by the black, red, yellow, and white ribbons. Selon les perspectives de l'aine Langford Ogemah, Gaa-taa-wii symbolise, par les plumes d'aigle jointes, les voyages de la vie separes mais egaux des campus Est et Quest de l'EMNO. La base en bois des plumes represente Mere Nature qui joint toutes choses, y compris le genre humain, representees par les rubans noir, rouge, jaune et blanc. On February 28 and March 1, NOSM's Francophone Affairs Unit offered two workshops on cultural and linguistic competence in health care at Health Sciences North (HSN) in Sudbury. The workshop was designed to support health-service providers in meeting the increasing demand for Francophone health information and services. The workshop offered support to health-service providers and organizations in responding to the health needs of Francophone populations in an authentic and culturally competent manner. NOSM's Aboriginal Affairs Unit and Health Sciences and lnterprofessional Education Unit hosted a cultural competency workshop for NOSM preceptors across the North on October 25. The workshop covered a wide range of culture and health perspectives that impact health-care delivery with Aboriginal patients. Specifically, the workshop offered an opportunity to learn about Aboriginal historical, social, and cultural influences on health care. Preceptors also learned about traditional approaches to health and wellbeing, and strategies that can be used to incorporate cultural competency into their daily practice and clinical teaching. "Imagine waking up in a hospital, attached to monitors and equipment. You are afraid, and unsure why you are there. A health professional walks in and begins speaking to you. You do not speak the language they speak, and you cannot understand what they are saying to you. You are unsure what treatment you received before you woke up. For many Northern Ontario Francophones, such a scene is not far from reality." Jacqueline Gauthier Chair of NOSM's Francophone Reference Group "Aboriginal peoples were so shy when medical care was introduced. They were shy of their bodies, because showing our bodies was not our way. Our healers are seers. We don't have to show them our bodies for them to know what is wrong." Julie Ozawagosh NOSMElder 16 NorthernOntarioSchoolofMedicine I Community Report 2013: Working Together for a Heal t hier North �La competence culturelle abolit les obstacles Le mandat d'imputabilite sociale de l'EMNO inclut un engagement aformer des professionnels de la sante aptes aprodiguer des soins equitables et adaptes atoute la population du Nord de !'Ontario. A l'appui de ce mandat, l'tcole organise des seances d'education continue afin de faire comprendre !'importance de la competence culturelle aux cliniciens, aux educateurs et au personnel. « L'acces aux systernes de sante ne consiste pas seulernent a ouvrir une porte; il faut aussi creer un environnernent de participation fructueuse. » Sheila Cote-Meek, Ph. D. Membre du Groupe consultatif autochtone de l'EMNO Etablir une perspective commune Le 28 fevrier et le 1•1 mars, le Bureau des affaires francophones de l'EMNO a offert deux ateliers sur la competence culturelle et linguistique dans les soins de sante aHorizon-Sante Nord (HSN) aSudbury. Ces ateliers visaient aaider \es fournisseurs de services de sante arepondre ala demande sans cesse grandissante de renseignements et de services en fran<;ais. \Is ont aussi aide \es fournisseurs et organismes de services de sante a repondre aux besoins des populations francophones de maniere reel le et culturellement competente. Le 25 octobre, \es Bureaux des affaires autochtones et des sciences de la sante ont organise un atelier sur la competence culturelle pour \es precepteurs de l'EMNO repartis dans le Nord. Cet atelier a porte sur un vaste eventai\ de perspectives culturelles et sanitaires qui ont une incidence sur la prestation de soins aux patients autochtones. En particulier, ii a renseigne sur les inftuences sociales, culturelles et de l'histoire sur les soins de sante. Les precepteurs ont aussi appris les approches traditionnelles de la sante et du bien-etre ainsi que des strategies qu'ils peuvent utiliser pour integrer la competence culturelle dans leur exercice quotidien et leur enseignement clinique. « lrnaginez que vous vous reveillez dans un hopital, branche a des rnoniteurs et a des appareils. Vous avez peur et vous ne savez pas trop pourquoi vous etes la. Un professionnel de la sante entre et commence a vous parler. Vous ne parlez pas la langue dans laquelle il s'exprirne et ne cornprenez pas ce qu'il vous d.it. Vous ne savez pas trop quel traiternent on vous a adrninistre avant votre reveil. Pour beaucoup de francophones du Nord de !'Ontario, cette scene n'est pas loin de la realite.)) La ceinture flechee a ete creee par des artisans canadiens-franr;ais. Traditionnellement, ces ceintures tissees la main etaient nouees autour de la taille pour proteger les voyageurs contre les maux dans le bas du dos et empecher le froid de s'infiltrer dans leurs vestes. La ceinture flechee est devenue un symbole du patrimoine canadien· fran,ais. a The "ceinture flechee"(or arrow belt) sash was created by French Canadian artisans. Historically, these hand-made sashes were tied around the waist to protect Voyageurs from lower back injury and to keep the cold from creeping up their jackets. The sash has become an identifiable symbol of French Canadian heritage. Jacqueline Gauthier Presidente du Groupe consultatif francophone « Les Autochtones etaient tellernent intirnides quand les soins rned.icaux sont arrives. Ils etaient embarrasses parce que rnontrer notre corps ne fait pas partie de nos rnceurs. Nos guerisseurs sont des voyants; ils savent ce qui ne va pas sans que nous ayons besoin de leur rnontrer notre corps. » Julie Ozawagosh Ainee al'EMNO NorthernOntarioSchoolofMedicine I Community Report 2013: Working Together for a Healthier North 17 �O-Week: An Introduction to the Culture of NOSM's Classroom Like NOSM's curriculum and model, Orientation Week (or O-Week, as it is affectionately called) is unique. During O-Week, NOSM's newest class of medical students begin their journey in medicine, and explore the cultural, linguistic, and geographic diversity of Northern Ontario-their classroom for the next four years. Anishinaabe people of Manitoulin Island. In their first year, medical students spend four weeks living in, and learning from, an Aboriginal community. The training they receive from Registered Nurses, Health Directors, and Traditional Healers is part of NOSM's MD curriculum. In late August, students from NOSM's East and West campuses came together in Elliot Lake to begin a road trip where they visited Little Current, Mindemoya, M'Chigeeng, and Manitowaning. They met with community leaders, toured local hospitals, participated in a medicine walk at The Great Spirit Circle Trail, visited Debajehmujig storytellers, and engaged in a cross-cultural workshop. The O-Weekjourney ended in Sudbury with a dinner hosted by NOSM's Francophone Affairs Unit, and an Oath Ceremony, where students were introduced to the history and significance of the Physician's Oath, and the meaning of being a Northern physician. During O-Week, students are reminded to observe the values of the oath-respect, gratitude, honour, professionalism, and patient safety-during their next four years of training, and beyond. NOSM's Aboriginal Affairs Unit organized activities across Manitoulin Island which provided teachings about Aboriginal culture. Storytellers from the Great Spirit Circle Trail and Debajehmujig proudly spoke about their culture; the history of their peoples; traditional medicines; and, traditions of the NOSM's newest class of medical students enjoy various activities during O-Week. Students wear clown noses during one session as a reminder of the importance of developing compassionate connections with their patients and keeping their humour during times of stress (top). Listening to Aboriginal storytelling at the Great Spirit Circle Trail (middle and bottom) helps students develop cultural awareness. 18 NorthernOntarioSchoolofMedicine I Community Report 2013: Working Together for a Healthier North �Amazing Race Through Temiskaming Shores Students undertaking their third-year Comprehensive Community Clerkship (CCC) in communities across the North are introduced to living and learning in a new town in a variety of ways. Medical students in Temiskaming Shores kicked off their third-year with an "Amazing Race" event designed by the community's Local NOSM Group (LNG). Melanie Verrier, NOSM's Site Administrative Coordinator in Temiskaming Shores, brought students, community members, physicians, and Temiskaming Hospital representatives together for a day-long orientation on August 26. The five medical students beginning their CCC toured around New Liskeard, Haileybury, and Cobalt. The seven members of the Temiskaming Shores LNG hosted a lunch for the participants before ending the race at Pete's Dam. "The Amazing Race orientation day really allowed our new students to meet the individuals and preceptors they would be living and working with for eight months. It was also a fun and entertaining way to acquaint the students to the area." Melanie Verrier NOSM Site Administrative Coordinator NorthernOntarioSchoolofMedicine I Community Report 2013: Working Together for a He al th ier North �Life in a Remote Aboriginal Community First-year medical students at NOSM spend four weeks in an Aboriginal community during their Integrated Clinical Experience (ICE). Each of the host communities has a Local Community Coordinator (LCC) to help orient the learners and support them during their placement. Jessica Mattias, Social Services Supervisor at the Family Healing and Wellness Centre, was the LCC for Temagami First Nation in 2013. Located on Bear Island in the heart of Lake Temagami, the community is home to 250 permanent residents, with over 750 residents living off the island. The close-knit community of Bear Island has welcomed two first-year NOSM medical students each spring since 2006. This is a particularly challenging time of year for community members travelling and those wanting to visit Bear Island. The spring "break up" of ice on the lake makes it difficult to get to and from the island; depending on ice conditions, community members may use a truck, snowmachine, airboat, or boat to cross the lake. "Students learn from their trip across the lake about the realities of how the 20 community members of Bear Island live on a regular basis. When you see a First Nations person at the ER, you don't know what they went through to get there;• explains Roger Assiniwe, a community member and former LCC. "They've already had a long trip just to get to the mainland'.' The four-week placement provides many opportunities for medical students to learn about Aboriginal culture to become more culturally sensitive physicians. Bear Island community members welcome them into the Doreen Potts Health Centre, daycare centre, Elders' centre, schools, and band office. "For the first two weeks, the students are quite nervous. With time, they are able to meet people, figure out who is related to whom, and they begin to feel more comfortable. The medical students we had in 2013 were really accepted by the community and made to feel at home-so much so that they came back to visit after they completed their placement,' says Mattias. NorthernOntarioSchoolofMedicine I Community "Cultural awareness is a big part of what we hope the medical students will take back after four weeks in our community. Most importantly, we want the students to see that our reserve is not like the stereotypes they may have seen on television. We hope the knowledge we have shared and the beauty of the community will be beneficial wherever their careers may take them." Jessica Mattias NOSM Local Community Coordinator Report 2013: Working Together for a Healthier North �Summer Camps Inspire Youth In July, NOSM hosted its seventh annual Summer Health Sciences Camp (SHSC) at the West Campus at Lakehead University in Thunder Bay and the East Campus at Laurentian University in Sudbury. High school students from across the North have the opportunity to participate and learn about health careers. The camps provide students with an opportunity to explore the Aboriginal and Francophone cultures of Northern Ontario, experience hands-on health-related activities, and benefit from mentorship of current medical students at NOSM. One of the SHSC mentors in 2013 was Maria Sokol ova, a second-year NOSM medical student. Maria was 16 years old and going into Grade 12 at Lockerby Composite School when she participated in NOSM's first Summer Health Sciences Camp in Sudbury in 2007. "We looked at x-rays, watched videos of surgeries, and practiced putting casts on one another. Having time to speak with medical students was the highlight for me. I asked what it meant to them to be medical students, how they got there, and about the challenges they faced;' says Sokolova. "Attending the first summer camp at NOSM really opened my eyes to the possibilities in medicine. I knew from that point on that I wanted to be a doctor, and now I'm making that dream a reality." Maria Sokolova Second-Year NOSM Medical Student Sokolova was born in Moscow and, at the age of 11, came to Sudbury with her family. Her involvement at the camp as a high school student encouraged her to pursue a career in medicine. Sharing traditional Aboriginal medicine with youth. NorthernOntarioSchoolofMedicine I Community Report 2013: Working Together for a Healthier North 21 �Un dipl6me francophone exerce maintenant aTimmins « La formation dans le Nord m'a fait apprecier le nombre de personnes qui beneficient des services de sante en fran9ais. 11 y a beaucoup de francophones qui maitrisent peu l'anglais. 11 est hon pour ewe de recevoir des soins dans une langue qu'ils comprennent et parlent. Je suis fier d'offrir des services en fran9ais dans une communaute francophone. » D' Paul Miron, medecin de famille Diplome du programme de formation medicale de l'EMNO L'.EMNO a ete creee en partant du principe que les etudiants seront enclins aexercer dans les communautes ou ils ont ete formes. C'est certainement le cas pour le D' Paul Miron, diplome de l'EMNO, et pour la ville de Timmins. Pendant huit mois dans cette ville au cours de sa troisieme an nee de medecine, ii a pu s'instruire en franc;:ais, sa langue maternelle. Originaire de Verner (un village francophone rural en dehors de Sudbury), ii revait d'aider les gens du Nord de !'Ontario aameliorer leur sante et leur qualite de vie, mais ii ne savait pas dans quelle ville ii elirait domicile. C'est pendant son externat communautaire polyvalent de troisieme annee qu'il a decide qu'il s'etablirait aTimmins apres sa residence en medecine familiale. En exercice depuis peu, le D' Miron est« heureux d'etre dans le Nord et de dire que je suis diplome de l'EMNO ». II partage son enthousiasme avec ses patients mais aussi avec des etudiants car ii fait maintenant partie du corps professoral de l'Ecole. « L'.enseignement me permet de me tenir au courant des nouveautes et des progres et m'aide afournir les meilleurs soins possibles a mes patients, tout en apportant a mon tour une contribution a l'EMNO et ases etudiants. » Francophone Grad Now Practising in Timmins "Training in the North helped me appreciate just how many people benefit from health services in French. There are a lot of Francophones who speak very little English. To be able to receive care in a language they speak and understand means that patients can be more at ease. I pride myself in offering French services to a French-speaking community." Dr. Paul Miron, Family Physician Graduate of NOSM's MD Program 22 NOSM was developed on the premise that students will be inspired to practise in communities where they learn.This was certainly the case with NOSM graduate Dr. Paul Miron and the community ofTimmins. While completing the third year of the MD program in Timmins, Miron was able to learn in French, his mother tongue. Originally from Verner (a rural Francophone community outside of Sudbury), Miron knew that he wanted to follow his dream of helping Northern Ontarians improve their health and quality of life, but was not sure which community he would call home. As a result of this third-year Comprehensive Community Clerkship (CCC) experience, he decided to NorthernOntarioSchoolofMedicine I Community establish his practice in Timmins upon the completion of his Family Medicine residency. As a newly-practising physician, Miron reports: "I am happy to be in the North, and happy to say that I graduated from NOSM:' He shares this enthusiasm with his patients, but also with students as a NOSM faculty member. "Teaching ensures that I stay current with new knowledge and information;' he says. "Staying up to date helps me provide the best patient care I can, while giving back to NOSM and its students:' Report 2013: Working Together for a Healthier North ��New Research Chair in AborLginal and Rural Health On September 9, NOSM, the Heart and Stroke Foundation (HSF), and the Ministry ofTraining, Colleges and Universities (MTCU) introduced Dr. Sheldon Tobe as the new HSF/NOSM Chair in Aboriginal and Rural Health. A total of $3 million in funding from HSF and the MTCU, equally shared, has established an endowment that will support the research endeavours of the Chair. Tobe's research focuses on improving the lives of people who are at risk of, or who have been diagnosed with, kidney disease by focusing on the diagnosis and control of hypertension. He works closely with many Canadian Aboriginal communities on research projects looking at blood-pressure management and introducing chronic-disease management programs for cardiovascular risk reduction. Tobe's proposed research in the role of HSF/NOSM Chair in Rural and Aboriginal Health will focus on improving cardiovascular outcomes, reducing mortality, and increasing quality of life for people with, or at risk of, developing cardiovascular-renal disease. Additionally, through the generosity ofTD Bank Group, the HSF has secured a $100,000 gift that will support second-year NOSM medical students in conducting research in Aboriginal communities. Over the summers of 2014, 2015, and 2016, eight medical students will be funded to return to a community in which they have already lived to address a unique cardiovascular research concern that the community itself has identified. Northern Health Research Conference On June 7 - 8, NOSM and the North Bay Regional Health Centre (NBRHC) combined their conferences (Northern Health Research Conference, and the NBRHC Research Conference) into a single event. In its eighth year, NOSM's NHRC once again provided an opportunity for researchers to engage with their peers, collaborate, and develop partnerships. Keynote speaker Dr. Franco J. Vaccarino, a widely published and internationally recognized researcher, presented on the topic of"Neuroscience and Discovery Research: Implications for our Understanding of Substance Use Disorders:' As in previous years, there were over 30 oral presentations on many topics relevant to the people and communities of Northern Ontario, including research topics such as "Smoking Cessation in Patients with Cancer" and "Population 24 and Public Health: Exploring the Roles and Challenges of Nurses Working within Rural and Remote Northern Canadian Communities'.' In addition, over 30 poster presentations were on display for participants to view. Held at Canadore College, the two-day conference attracted more than 120 health-care professionals, academics, and learners from across the North, as well visitors from other provinces and countries. The 2014 Northern Health Research Conference will be held in Sioux Lookout, in collaboration with the Sioux Lookout Meno Ya Win Health Centre. NorthernOntarioSchoolofMedicine \ Community Report 2013: Working Together for a Healthier North �NOSM Researcher Works with Communities to Understand Bacterial Infections According to research conducted by NOSM Associate Professor Dr. Marina Ulanova, infections caused by haemophilus influenzae type A (HIA)-a bacterial pathogen that can cause serious invasive infections such as meningitis-occur at much higher rates among First Nations people compared to the rest of the population in northwestern Ontario. Over the last two years, postdoctoral fellow Dr. Eli Nix has been investigating antibodies of the people of northwestern Ontario: how many antibodies a person has that react to the bacteria, and how effective a person's antibodies are at killing the bacteria. Through his research, Nix hopes to build long-term relationships with First Nations communities affected by HIA. "We're invested in research that is done in a culturally competent and appropriate way;' explains Nix. "We've actually stumbled upon something really exciting. What we have found is that First Nations people have more potent antibodies than non First Nations, which is the opposite of what we expected. Our working hypothesis now is that there is a higher circulation of the bacteria among these groups. This has the effect of boosting your immune system if you're healthy, but also inciting higher rates of infection among people with weakened immune systems." Dr.Eli Nix NOSM Postdoctoral Fellow $96,000 Awarded to Medical Students for Research Research to Improve LGBTQ Health Education The eighth annual NOSM Dean's Summer Medical Student Research Awards were awarded to 16 medical students in July. The awards, valued at $6,000 each, provide opportunities for students to engage with the School's knowledgeable faculty and partake in scholarly activity. The number of NOSM's 2013 Dean's Summer Medical Student Research Awards has doubled from 2012. "We encourage opportunities for medical students to conduct research projects at the Northern Ontario School of Medicine;' says Dr. Greg Ross, NOSM's Associate Dean of Research. "These awards benefit three distinct populations: students, who are able to participate in research and engage with faculty; faculty, who often identify that they enjoy fresh perspectives and varied opportunities for teaching; and the people of Northern Ontario, for whom our research is intended." Second-year NOSM medical student Cara Collins, originally from North Bay, was one of the Dean's Summer Medical Student Research Awards recipients. According to Collins and her research supervisor Dr. Stacey Ritz, disclosing sexual orientation is often a difficult part of seeking medical treatment for people who identify as LGBTQ (lesbian, gay, bisexual, transgendered, queer). Many members of the LGBTQ community report negative experiences when coming out to their health-care provider, and small changes in medical practice can make a big difference. As a result of the award, Collins was able to dedicate her summer to researching attitudes and beliefs of NOSM learners, residents, and faculty, while also undertaking an analysis of NOSM curriculum on the topic. Once her research project is complete, Collins is looking forward to contributing to curriculum development at NOSM, and providing feedback to NOSM students, residents, and faculty regarding ways to improve patient care. NorthernOntarioSchoolofMedicine I Community Report 2013: Working Together for a Healthier North 25 �Faster Testing for Blue-Green Algae "We are pioneering novel technology that we are then combining with existing photographic technology, used in the resource industry. This allows us to detect the chlorophyll in the blue-green algae very quickly. Quicker identification would mean significantly reduced risk of exposure and illness to the surrounding communities." Dr.JoeEibl NOSM Research Lab Coordinator and Postdoctoral Fellow Each year, northeastern Ontarians face the closure of their waterways due to the presence of cyanobacteria, known commonly as blue-green algae. Although lakes are routinely tested for the bacteria, the current testing procedure leaves a week between the time the water is tested, and the time the waterway is closed. NOSM Researcher Dr. Joe Eibl and his colleague Gerry Dignard of Canadian Shield Consultants are developing a new, faster method of screening waterways for blue-green algae blooms. Their research suggests that blue-green algae can be identified aerially, using photographic technology that visualizes pigments of the live bacteria. Currently in the validation stage, Eibl and Dignard are hoping to create an off-the-shelf technology that can be used quite broadly across the North. Working to ultimately improve the health of Northern Ontario waterways and the people who rely on them, Eibl and Dignard's next steps will be to investigate how to prevent bluegreen algae blooms all together. Using aerial surveillance (provided by Canadian Shield Consultants), Eibl and his colleagues assess levels of blue-green algae using photographic technology. 26 NorthernOntarioSchoolofMedicine Waterway (top) is identified as contaminated with blue-green algae via photographic technology (rendered image below). A change in pigment quickly identifies potential algal blooms. I Community Report 2013: Working Together for a Healthier North �Researcher Examines High Blood Pressure High blood pressure, also known as hypertension, affects one in four adults globally, causing a quarter of the world's population to be at an increased risk of stroke and cardiovascular diseases such as heart attacks. In North America, hypertension affects 70 percent of the adult population over the age of 60. With statistics like these, it is no wonder that NOSM Associate Professor Dr. TC Tai has dedicated his life's work to hypertension research. Tai is investigating how hypertension is developed and maintained by studying genes that may be linked to hypertension. Although there are many factors that influence hypertension, he is also researching how environmental factors (such as chronic stress and fetal stress during development) can lead to hypertension. Tai believes he and his team will be able to devise therapeutic strategies that will minimize hypertension development. "I am based in the North, but collaborate with researchers around the world. The innovative work researchers are doing in Northern Ontario has put NOSM on the map. In nine short years, NOSM researchers have gained international reputations as leaders in our fields. It's been quite an exciting evolution." Dr.TCTai NOSM Researcher and Associate Professor Medical School Professor Investigates Shifting Perspectives of Disability Associate Professor and social historian of medicine, Dr. Geoffrey Hudson is currently undertaking a number of research projects relating to the history of disability. One project is called "Advocating for Full Citizenship: Disabled Persons, Health and Social Policy, and the Ontario Government, 1975-1995:'The goal: to broaden our understanding of the development of disability policy and its impact on health. There is a significant Northern Ontario component to it. According to Hudson, disability research provides an analytical tool through which we can better understand how society operates. "Traditionally, disabled folks have been regarded as people who needed to be fixed or changed, so that they fit into NorthernOntarioSchoolofMedicine I Communit y society. The new social theory of disability provides a different perspective. Rather than fixing the disabled to fit in, the focus has shifted to changing what we do to enable the participation of people with disabilities at every level of society:' Hudson's research has been widely published, and he has been active in writing parts of the School's MD curriculum along with colleagues. Hudson has, for example, written case-based learning sessions, one of which has medical students discuss new theories about disability. "Ultimately, it's about social justice;' says Hudson. "It's about treating disabled people in ways that respect their dignity and their rights to participate in community life:· Rep ort 2013: Working Together for a Healthier North 27 �NODIP Experiences Shape RDs Career Erin Reyce, Public Health Dietitian with the North Bay Parry Sound District Health Unit, graduated from the Northern Ontario Dietetic Internship Program at NOSM in August 2008. Reyce is one of over 50 NODIP graduates employed as a Registered Dietitian (RD) in Northern Ontario. Reyce has been involved in collaborating with Aboriginal organizations on a diabetes prevention project. "NODIP ensures Dietetic Interns have as rich an experience as possible, building on individual interests and focusing on learning needs. Another huge benefit is networking with other RDs in the North. Dietetics is a really small profession, especially in the North, so it is great to come out of the program with many contacts." To inform the direction of the project, Reyce and her colleagues conducted interviews with staff from First Nations and Aboriginal organizations to learn about the food security and food access issues Aboriginal peoples face. This helped identify gaps in programming as well as training needs of staff. The collaboration has since been working on a variety of nutrition and physical activity initiatives- with public health staff supporting a community kitchens project promoting the use of slow cookers and the implementation of local Good Food Box programs. Erin Reyce, RD, Public Health Dietitian Graduate of NOSM's Northern Ontario Dietetic Internship Program Reyce credits the extensive orientation to public health with NODIP as key to her interest in community-based nutrition projects, particularly working with Aboriginal peoples and communities. Painless Alternative to Surgery It has been quite a journey, but Fort William-raised Dr. Naana Jumah, NOSM Assistant Professor in Women's Health, has finally returned home to Thunder Bay. Ju mah stumbled upon a love of medicine while completing her PhD at Oxford University in medical engineering, and decided to retrain to become a gynecologist. Ju mah is currently working in Thunder Bay both as a clinician and a researcher, investigating a novel way of treating painful uterine fibroids. Fibroids affect almost half of women, and when symptomatic, require surgery. Jumah is researching alternative approach-the use of High Intensity Focused Ultrasound (HIFU)-to treat the fibroids as an alternative to surgery. Rather than emitting low-energy ultrasound waves commonly used during pregnancy, HIFU uses high-energy waves that heat and shrink the fibroids over time. The Thunder Bay Regional Health Sciences Centre (TBRHSC) is currently the only centre in Canada using HIFU to treat symptomatic fibroids. If all goes well with Jumah's trial, she is hopeful that similar methods can be used in other clinical applications, such as in the treatment of prostate cancer and painful bone metastases. 28 NorthernOntarioSchoolofMedicine I Community "This project appeals to my technical side-I get to investigate the technical capabilities of the new use of ultrasound, and look at what's involved from an engineering perspective. And as a clinician, I am excited to provide women with non-surgical, effective options to help them feel better. I love being able to work on the design of this project, while also seeing how the treatment changes the lives of my patients." Dr. Naana Jumah NOSM Assistant Professor, Women's Health Report 2013: Working Together for a Healthier North �Health Professional Education Goes Wild "Some say, 'I work in a clinic. Why do I need to learn this?'Well, you could be canoeing on your holidays, or driving down the road and see an accident. You might be an exceptional health professional, but how will you react if you don't have cell reception, a saline drip, or a suture kit? WildER Med teaches people to be resourceful, and use what they can find around them to help someone in need." Bill Cranston Paramedic on Manitoulin Island and member of the WildER team Wild ER Med is an educational experience like no other in Canada, held each fall on Manitoulin Island. Health-care professionals and outdoor enthusiasts learn medical, navigational, and survival skills. Consolidating knowledge from Wild ER Med lectures and workshops, participants orienteer through bush and swamp to find and assist standardized patients (representatives from Debajehmujig Storytellers and the Aboriginal Theatre Company) who are trained to portray a true-to-life medical situation, ranging from open chest wounds to anaphylactic shock. With funding from the Northern Ontario Academic Medicine Association's Innovation Fund, NOSM faculty members Ors. Maurianne Reade, Nick Jeeves, Marion Maar, and Ms. Tara Rollins, along with NOSM MD student Heather Anne Smith have been researching the impact of the WildER Med program-a non-traditional, wilderness-based educational experience- on the acquisition of interprofessional competencies. NorthernOntarioSchoolofMedicine I Comm unity Report "Work in health care occurs increasingly in multidisciplinary teams, yet little direct training or education is applied to helping people work most effectively within these environments;' says Jeeves. "We want to know if participation in multidisciplinary teams is enough to enable acquisition and retention of interprofessional competencies?" The Wild ER Med research team has evidence to suggest that wilderness medicine may transform health-care delivery by offering authentic learning opportunities to enhance interprofessional collaboration. "We teach wilderness medicine, but really, the program is about working with limited resources;' says Reade. "It's about lateral thinking, communication skills, and working under pressure for the benefit of our patients, our neighbours, and whomever we come across who needs help." 2013: Working Togethe r for a Healthie r North 29 ��NOSM Dean Reappointed Until 2019 "In just eight years, NOSM has grown from being Canada's newest medical school to a national and international leader in innovative health professional education;' said Dominic Giroux, Chair of NOSM's Board of Directors and President of Laurentian University. "As NOSM moves into the latter part of this decade under Dr. Strasser's leadership, we look forward to the development of the future strategic directions for the School, as well as exciting momentum in research and fund raising:' Dr. Roger Strasser, Dean of the Northern Ontario School of Medicine, has been reappointed for a five-year term as Dean beginning on July 1, 2014 and ending June 30, 2019. The recommendation to renew Dr. Strasser for an additional five-year term was approved by the Boards of NOSM, Laurentian University, and Lakehead University. "I am pleased to congratulate Dr. Roger Strasser on his reappointment, and look forward to the continued success of NOSM under his leadership;' said Dr. Brian J.R. Stevenson, Vice-Chair of NOSM's Board of Directors and President of Lakehead University. "It has been very rewarding to witness the difference NOSM is making to the health of people and communities across Northern Ontario." Dr. Brian J.R.Stevenson Vice-Chair of NOSM's Board of Directors and President of Lakehead University Sweden Delegation Visits NOSM for Answers Similar to Northern Ontario, communities in northern Sweden are experiencing severe shortages of health professionals. Approximately 40 percent of family physician positions are vacant in the region-a significant challenge that educators, administrators, and policy makers in Sweden are having a difficult time addressing. A delegation of eight medical educators and service providers travelled to NOSM from October 7-9 to learn from the medical school's successful model of distributed, socially accountable medical education. NorthernOntarioSchoolofMedicine I Community They met with a variety of individuals and units at NOSM to discover how the School's holistic strategy has positively impacted recruitment in Northern Ontario. "We heard Dr. Roger Strasser speak about NOSM in Sweden about a year ago;' says Dr. Herbert Sandstorm, Associate Professor at Umea University in Sweden. "His talk about the Northern Ontario School of Medicine really piqued our interest at looking at the successes of NOSM, and how a similar model might help us in Sweden'.' Report 2013: Working Together for a Healthier North 31 �Dr. Janice Willett Appointed Associate Dean, Faculty Affairs In November, Dr. Janice Willett was appointed NOSM's Associate Dean of Faculty Affairs. Ensuring that NOSM's faculty members have the support they require to enhance their teaching, research, and other scholarly activities, Willett is responsible for the leadership of NOSM's Faculty Affairs portfolio, including the Continuing Education and Professional Development (CEPD) program. Willett was appointed Head of the Clinical Sciences Division at the Northern Ontario School of Medicine in 2010 and Chair of NOSM's Academic Council in 2012. "I look forward to continuing work with NOSM's 1,300 faculty in pursuit of excellence in academics, support of our programs and learners, and in improving opportunities for academic development and satisfaction. Willett has been in medical practice for 24 years. She is a medical graduate of the University of Western Ontario, London, where she completed postgraduate training in the specialty of Obstetrics and Gynecology. She has practised in Sault Ste. Marie, Ontario since 1992 with her husband, who is a surgeon. Dr. Janice Willett NOSM Associate Dean, Faculty Affairs Farewell to Dr. Lisa Graves, Former Associate Dean, UME Welcome New Assistant Deans NOSM congratulates and bids adieu to Dr. Lisa Graves who has been appointed the Chief of Family and Community Medicine at St. Michael's Hospital in Toronto, effective January 2014. - During her time as Associate Dean, Undergraduate Medical Education (UME) at NOSM, Graves provided strong and effective leadership, and saw the UME program through significant challenges, including an expanding class size, the full Committee on Accreditation of Canadian Medical Schools (CACMS)/Liaison Committee on Medical Education (LCME) Accreditation Site Visit, and the Institutional Quality Assurance Process review. Attaining full MD program accreditation for the maximum available eight years was a phenomenal achievement, which is a huge credit to Graves and the teams who worked with her. Dr. David Maclean, Assistant Dean, Research Dr. David Maclean was named Assistant Dean of Research on July 1. In this role, Maclean is working to foster NOSM's research culture, promote excellence and innovation, and encourage research activities that positively impact the health of those living in Northern communities. Dr. Owen Prowse, Assistant Dean, Admissions Named Assistant Dean of Admissions on August 1, Dr. Owen Prowse is responsible for all aspects of planning, implementing, and evaluating NOSM's MD admissions process, as well as for the recruitment of applicants to the Northern Ontario School of Medicine. Thank you to Dr. Graves for her tremendous contribution to NOSM. 32 NorthernOntarioSchoolofMedicine I Community Report 2013: Working Together for a Healthier North �Staff, Faculty, and Learner Excellence NOSM's Years of Service program, launched in 2012, recognizes individual employees for continuous years of dedication and commitment to the School. NOSM's Awards of Excellence celebrate staff, faculty, and learners of the School across the North who, through their individual efforts and accomplishments, have contributed to NOSM's vision of Innovative education and research for a healthier North. "What makes these Awards of Excellence extra special is that they are peer- and learner-nominated;' says Dr. Roger Strasser, NOSM Dean. "These individuals have shown themselves to be shining examples among those who work with and learn from them, and serve as a true testament to the dedication of so many to the School's vision:' Recipients of the Staff Awards of Excellence (Peer Nominated) • Innovation Robyn Braid • Inspiration Kim Daynard • Leadership Dr. Catherine Cervin • Positive Attitude Darren Foulds • Reliability Marian Diamond • Service Excellence Donna Brown • Team Player Kimberley Larkin • Team Effort Admissions (Cathy Gosselin, Julie Pacifico, and Cortney St. Jean) Congratulations and thank you to all recipients for their service. 10 Years of Service Recipients of the Faculty Awards of Excellence (Learner Nominated) • Dr. Maurianne Reade Clinical Faculty Member • Crystal Morra, RD NODIP Preceptor Recipients of the Learner Awards of Excellence (Peer Nominated) • Marlene Bodson • Joe Lipinski • Rita Campbell • Deborah Modin • Kristy Cote • Sherry Mongeau • Mike Korolenko • Kathryn Needham • Nicole Lauzon 5 Years of Service ♦ Ken Adams • Gayle Adams-Carpino ♦ Kate Kearney • Tracy Laird • Mallory Gra nholm • Sue Berry • Allison Law • Samuel Peters • John Dabous ♦ ♦ Demetrios Demetrakopoulos • Marian Diamond ♦ Nova Donaldson • Mark Facca • John Friesen • Catherine Jones Michael Lenardon • Teena McLaren • Joseph Modi • Julie Rendell ♦ Elise Rheaume ♦ Rachel Schaaf • Yuk-Sem Won �Loosely Inspired by Us "Loosely based on the Northern Ontario School of Medicine, the location is both a central character and defines the ambience ... Let's just say Hard Rock Medical ( created by Derek Diorio and Smith Corindia) is a fine surprise in the medical-drama genre and well worth your time." John Doyle The Globe and Mail, February 18, 2014 Extracting buckshot from the back of a hunter's head in a mosquito-infested tent may not sound like medical school. But that's an example of the day-today reality of the medical students in the TVO drama Hard Rock Medical, a new series that is loosely inspired by NOSM. The 13-episode first season tells the story of the fictional Northern Ontario medical school's unorthodox approach, where students interact with hunters, trappers, miners, and other colourful Northerners, as part of their studies. "Hard Rock Medical shines a light on the healthcare challenges in Northern Ontario that were the ------motivation for developing NOSM's unique model of medical education;' says Dr. Roger Strasser, NOSM Dean. "At the same time, the series places the rewards of learning in Northern Ontario at the heart of its story. We're pleased that Hard Rock Medical reflects NOSM's sentiment-Northern Ontario is an exciting place to live and learn'.' A Canadian-Australian co-production, the series aired during the summer of 2013. Hard Rock Medical is being televised on the Aboriginal Peoples Television Network (APTN) across Canada and on National Indigenous Television (NITV) in Australia in 2014. "To me, Hard Rock Medical is more than a TV show; it's a reflection of many of my realities here in the North." Actor Stephane Paquette (who playsCharlie Riviere in Hard Rock Medico{) Huffingtan Post Canada, July 19, 2013 "Unapologetically northern in scope, the 30-minute episodes deal with things actual med school students at the Northern Ontario School of Medicine might face." Jenny Jelen Northern Life, June 4, 2013 Special Advance Screening of Hard Rock Medical On June 5, staff, faculty, and frien ds of NOSM visited the SilverCity Cinemas in Sudbury and Thunder Bay to preview the first two episodes of the television series that was inspired by the School. Series writer Smith Corindia and cast member Jamie Spilchuk (who plays medical student Ca meron Cahill) NorthernOntarioSchoolofMedicine I Community were on hand at the advance screening of Hard Rock Medical in Thunder Bay to answer questions from the audience. In Sudbury, co-creator, producer, director and writer Derek Diorio and cast member Stephane Paquette (who plays medical student Charlie Riviere) spoke about their experiences of being part of the production. Report 2013: Working Together for a Healthier North ��Staff and Faculty Show Social Accountability Runs Deep Participation at NOSM's campuses at Laurentian University and Lakehead University was outstanding, and demonstrated the professional and personal commitment staff and faculty have to the communities they serve, as employees looked for ways to make the holidays a little bit brighter for those with less. Leading up to the holiday season, NOSM's Healthy Workplace Group (HWG) organized 13 days of celebration, which included a series of activities intended to build camaraderie, encourage team building, contribute to a positive work culture at NOSM, and provide ways for demonstrating spirit among staff and faculty. All activities, which included cultural celebrations, wreath and door decorating contests, and peer recognition opportunities were created by the HWG to highlight the School's values of innovation, social accountability, collaboration, inclusiveness, and respect. 36 "On behalf of the Children's Aid Society of the District of Thunder Bay and the families and children we work with, please accept our sincere gratitude for participating in our 2013 Christmas Hamper Program. The generosity and caring spirit of NOSM's staff and faculty touched the hearts of all involved, especially the grateful recipient families." Over the course of the 13 days, staff and faculty generously contributed over $5,000 (a combination of cash and donated items in kind) in support of various community organizations, including: Rob Richardson, Executive Director and Tabitha Zela, Christmas Program Coordinator The Thunder Bay Children's Aid Society • Guiding Light Food Bank, Sudbury • New Hope Outreach Services (Samaritan House), Sudbury • Sudbury Children's Aid Society • Thunder Bay Children's Aid Society • Thunder Bay Shelter House • Thunder Bay Regional Food Distribution Association • NorthernOntarioSchoolofMedicine I Community Report 2013: Working Together for a Healthier North ��Student Bursary Recipient Thankful for Community Support Dr. Mega n Culina, now in her first year of NOSM's Family Medicine residency program, was the 2013 recipient of the Bring a Doctor Home Bursary, which was created to support medical students at NOSM who hail from Sault Ste. Marie. "Speaking on behalf of all NOSM students, I feel I can say that medical school is not an individual endeavour, but rather one that is accomplished best with the support of friends, family, and community. The Bring a Doctor Home Bursary is an exemplary demonstration of this community contribution." Dr. Megan Culina NOSM Family Medicine Resident For the past eight years, volunteer employees and retirees of Essar Steel Algoma Inc. have come together for a Bring a Doctor Home hockey tournament in support of the medical student bursary. Since 2006, the tournament has raised over $160,000. "Being the recipient of the Bring a Doctor Home Bursary made me feel very proud;' says Culina. "Not proud for myself, but for my community. It is so remarkable that the town of Sault Ste. Marie is able to come together and organize such a large event to help support NOSM students in their journey to becoming physicians:· Culina completed her third-year community clerkship in Sault Ste. Marie, where she was born and raised, and attributes this opportunity to reinforcing the fact that Sault Ste. Marie is where she wants to live and work after her training. Culina is grateful for the support- including the financial support received with the Bring a Doctor Home Bursary-she has received from her community. Players support the Bring a Doctor Home tournament. 38 NorthernOntarioSchoolofMedicine I Community Report 2013: Working Together for a Healthier North �NOSM is working towards the day when physicians are waiting for patients, and shortages are a thing of the past. For many students, the financial support they receive from the School enables them to follow their dreams of becoming physicians, and helping to improve the health of their communities. This year, NOSM hosted an event to generate funds for NOSM student bursaries. Inspired by the television series M*A*S*H, NOSM held the inaugural MASH Bash in Coniston (a short drive from Sudbury) on May 3. A warehouse at Lopes Ltd. was transformed into the 4077 th Mobile Army Surgical Hospital, set in the Korean War. The scene was complete with medical learners in army fatigues, and those in attendance dressed as doctors, nurses, and characters from the series, including Hot Lips Houlihan, Klinger, and Radar. NorthernOntarioSchoolofMedlcine I Community MASH Bash was a resounding success thanks to the immense amount of time, resources, and energy provided by: Felix Lopes Jr. and Liane Lambert who led the organizing committee that was responsible for planning the event; the countless sponsors who made generous donations in support of NOSM student bursaries; and the medical learners who assisted in making the event as true to the television series as possible. Report 2013: Working Together for a Healthier Nor h 39 �Board of Directors Thank you to NOSM's departing Board members: Mr. Dominic Giroux Chair, Laurentian University, Sudbury Mr. James Morris Sioux Lookout Dr. Brian J.R. Stevenson Vice-Chair, Lakehead University, Thunder Bay Dr. Lori Livingston Thunder Bay Dr. Roger Strasser Secretary, NOSM Dean and CEO Dr. Louise Logan Sudbury Dr. Robert Algie Fort Frances Dr. Teresa O'Driscoll Sioux Lookout Ms. Angele Brunelle Thunder Bay Mr. Ben Petersen Sudbury Mr. Kevin Cleghorn Thunder Bay Mr. Tim Pile Thunder Bay Dr. Roger Couture Sudbury Ms. Angela Robson Sudbury Dr. George Doig Thunder Bay Ms. Carolyn Sinclair Sudbury Mr. Derek Debassige M'Chigeeng Dr. Chris Allison Thunder Bay Ms. Tracy Buckler Thunder Bay Ms. Jackie Dojack Thunder Bay Ms. Debbie Lipscombe Kenora Mayor Marianne Matichuk Sudbury Ms. Rosie Mosquito Ms. Kathryn Gibson Sudbury Thunder Bay Dr. Claire Perreault Sudbury Dr. Liane Villano Sudbury 40 Board of Directors Meet Face to Face in Fort Frances NOSM's Board of Directors assesses the overall direction and strategy of the School. By design, its members hail from across Northern Ontario. Although much of the business of the Board is done remotely, the directors meet face to face every May in a different Northern Ontario community. In doing so, the Board can ensure that the decisions they make are reflective of the needs of Northern Ontario faculty members, staff, learners, and local community members. NorthernOntarioSchoolofMedicine I Community In 2013, NOSM's Board came together in Fort Frances. While there, they toured La Verendrye General Hospital and the Fort Frances Tribal Area Health Services, where NOSM learners undertake training as part of the School's distinctive distributed, community-engaged learning and research model. Report 2013: Working Together for a Healthier North �Remembering Dr. Neil Mcleod and Elder Louis Waswa In the spring of 2013, NOSM received news of the passing of two individuals who made vital contributions to the School. Both Dr. Neil McLeod and Elder Louis Waswa will be long remembered at NOSM for their friendship and contributions to the School's development. Dr. Neil Stanley McLeod Dr. McLeod had a long and rich involvement with NOSM. He was a founding preceptor to the Northwestern Ontario Medical Program (NOMP) and a member of Lakehead University's Board of Governors. From 2003 to 2011, he sat as a founding member on NOSM's Board of Directors and was integral in the creation and development of the School. Dr. McLeod passed away on April 9. Aboriginal Elder Louis Waswa ElderWaswa was a long-standing NOSM Elder from Eabamatoong First Nation in Fort Hope. He was largely involved with the Aboriginal Reference Group. During his history with NOSM, Elder Waswa shared his extensive knowledge with many learners, faculty and staff. He was also an Elder and the Director of Legal Services for the Nishnawbe Aski Nation (NAN). Elder Louis Waswa passed to the Spirit on April 16. 41 �Committed to a Balanced Budget The Northern Ontario School of Medicine maintains a commitment to fiscal responsibility. Operating in an environment of a fixed formula-based funding model provides significant fiscal pressures. An ongoing commitment to cost containment and diligence in the management of discretionary expenditures has enabled NOSM to ensure that its budget is balanced where total revenues are equal to total expenditures. 2012-2013 Financial Overview Expenses I I I Salaries and Benefits $22,295,000 55% Educational Operating Costs $10,659,000 26% Other Operating Costs $6,351,000 16% Capital Expenditures $1,345,000 3% Ministry ofTraining, Colleges and Universities (MTCU) $21,533,000 53% Ministry of Health and Long Term Care (MoHLTC) $13,534,000 33% $5,097,000 13% $486,000 1% Income I I I Tuition and Other Fees Other 42 Budgeted Sources of Funding $40,650,000 Approved Budget Expenditures $40,650,000 NorthernOntarioSchoolofMedicine I Community Report 2013: Working Together for a Healthier North ��� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Lakehead University Collection Description An account of the resource Photographs from Lakehead University's history: people, events, and campus. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource NOSM Community Report 2013: Working Together for a Healthier North Subject The topic of the resource Universities Description An account of the resource The Northern Ontario School of Medicine's 2013 Community Report. Addresses the community impact of NOSM around Northwestern Ontario. Creator An entity primarily responsible for making the resource Northern Ontario School of Medicine Date A point or period of time associated with an event in the lifecycle of the resource 2013 Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English French Type The nature or genre of the resource Text https://digitalcollections.lakeheadu.ca/files/original/8335453fb3686b2241a7bf5b4f14b320.pdf 9d5be06e06708ea88cd8a6a8cc1c09ad PDF Text Text 2020 VISION .. VISION 2020 Northern PASSAGES REACHING B E Y O N D DEPASSER E X T R A L'EXTRA ORDINARY ORDINAi RE TOGETHER ENSEMBLE du Nord Nagasaki University Visitors Delegues de l'universite de Behind the Scenes Dans les coulisses New CCC Site Nouveau site de SECP PAGES PAGE10 Nagasaki PAGE11 Reaching Beyond Extraordinary Together Depasser l'extraordinaire ensemble Lakehead University 955 Oliver Rd. Thunder Bay, ON P7B SEl Tel:+ 1-807-766-7300 Fax:+ 1-807-766-7370 Lakehead University 955, chemin Oliver Thunder Bay ON P7B SEl Tel:+ 1-807-766-7300 Telec.: + 1-807-766-7370 II facebook.com/thenosm Laurentian University 935 Ramsey Lake Rd. Sudbury, ON P3E 2C6 Tel:+ 1-705-675-4883 Fax:+ 1-705-675-4858 Universite Laurentienne 935, chemin du lac Ramsey Sudbury ON P3E 2C6 Tel:+ 1-705-675-4883 Telec. :+ 1-705-675-4858 ti @thenosm 0Copynght 2014 I OTous droits reserves 2014 Northern Ontario School of Medicine Ecole de medecine du Nord de !'Ontario Northern Passages du Nord is published quarterly. Northern Passages du Nord est publie tousles trois mois. l nosm.ca Dean's Column La chronique du doyen There was once a traveller in the Irish countryside looking to find his way to Dublin. "Excuse me;' said the traveller to a farmer. "I am lost. Could you tell me how to get to Dublin from here?"The farmer looked at the man, turned to gaze out over the fields, scratched his chin and said, "If you want to get to Dublin, I wouldn't start from here:' Un jour, un voyageur dans la campagne irlandaise cherchait le chemin pour se rendre a Dublin. II aborde un fermier: << Excusez-moi, je suis perdu. Pouvez-vous me dire comment me rendre a Dublin a partir d'ici?». Le fermier le regarde, scrute les champs, se gratte le menton et dit: « Pour aller a Dublin, ii serait preferable de partir d'ailleurs». This Irish anecdote has been on my mind a lot lately. The farmer provides the traveller with an important truth; success in reaching your goals depends on where you start. If our "Dublin" is equitable, quality access to health care for all Northern Ontarians, the Northern Ontario School of Medicine (NOSM) must continue to look at Northern Ontario as our starting point. Cette anecdote irlandaise me trotte dans la tete depuis quelque temps. Le fermier donne un indice important au voyageur: ii faut bien choisir le point de depart pour atteindre ses objectifs. Pour que notre «Dublin» (c.-a-d. l'acces a des soins de qualite pour tous les habitants du Nord de !'Ontario) soit equitable, l'Ecole de medecine du Nord de !'Ontario doit conserver le Nord de !'Ontario comme point de depart. Newsletter of the No1the1 n On Iorio School of Medicine Bulletin de Ecole de medecine du Nord de !'Ontario �As we near the end of NOSM's 2010 to 2015 Strategic Plan, we are beginning to assess next steps for reaching our Dublin. To achieve this, we are spending this year cultivating a rich discussion within the School and with the people and communities we serve, particularly focused on educational excellence, outstanding research, relationship development, organizational effectiveness, and expanded resources. In January 2014, NOSM issued a call for expressions of interest to oversee the strategic planning process for the 2015 to 2020 Strategic Plan. To our great excitement, we were flooded with responses and established the Strategic Planning Advisory Committee (SPAC)-a group of 28 people that includes the perspectives of Board members, Academic Council members, physicians, staff, faculty, learners, academics, administrators, and community members. Those who were not selected to join SPAC have been invited for participate as Strategic Planning Reference Group members. One aspect of our strategic planning involves learning from our experience. At NOSM, we emphasize continuous quality improvement evaluating our work and recording our findings to ensure we continue to build on lessons learned. We are also undertaking an environmental scan. Over the last few years, the Association of Faculties of Medicine of Canada (AFMC), the World Health Organization (WHO), and many other organizations have challenged medical schools to transform health professional education and research to meet changing societal needs. NOSM is the only Canadian medical school established with a social accountability mandate. In order to continue to be a leader, we must accurately assess national and global issues and developments in our field. For these perspectives, we have already begun reaching out to other Canadian medical schools, international health professional institutions, and others who may provide insight. ■ Alors que le Plan strategique 2010-2015 tire asa fin, nous commen~ons aevaluer les prochaines etapes pour arriver anotre Dublin. Pour ce faire, nous cultivons cette annee un riche dialogue au sein de l'ec:ole et avec les gens et communautes que nous servons, en mettant surtout !'accent sur !'excellence en education, les recherches hors pair, le developpement des relations, l'efficacite organisationnelle et !'expansion des ressources. communautes francophones, des partenaires des services de sante, les universites hotes, des bailleurs de fonds, des agents des instances gouvernementales locales et provinciales, des RUSS et bien d'autres auront leur mot adire sur l'avenir de l'ecole. Ces collaborateurs revent eux aussi de soins de sante equitables et adaptes pour toute la population du Nord de !'Ontario, et leurs commentaires nous aideront concevoir un plan qui continuera de repondre ases besoins. En janvier 2014, l'EMNO a sollicite des expressions d~nteret pour superviser le processus de preparation du Plan strategique 2015-2020. Pour notre plus grand plaisir, nous avons ete inondes de reponses. Nous avons alors constitue le Comite consultatif sur la planification Je dis souvent avec un sourire en coin que l'acronyme NOSM signifie « No Ordinary School of Medicine» (une ecole de medecine pas com me les autres). Malgre La chronique du doyen, suite ... Dean's Column, Continued ... The most important aspect of our strategic planning will be to seek the perspectives of our collaborators so that we can advance together. Aboriginal communities, Francophone communities, health service partners, host universities, funders, local and provincial governmental officials, LHINs, and many others will have a say in the future of the School. These collaborators share the dream of equitable, responsive health care for all Northern Ontarians, and their feedback ensures that we develop a plan for NOSM that will continue to meet their needs. With a grin, I often say that our acronym NOSM stands for"No Ordinary School of Medicine:' Even though our history is relatively short, NOSM started in Northern Ontario, for Northern Ontario and has grown into something extraordinary. Our many successes-positive influence on recruitment and retention, innovative use of technology, unique distributed, community-engaged learning model and our long list of national and international awards-have created a global reputation that has only been possible because of the contributions of so many. With the new NOSM Strategic Plan, we hope to continue to work with Northern Ontarians to reach beyond extraordinary, charting our future with 2020 vision of the road before us. Your input is so very important in setting the priorities for NOSM in the second half of this decade. I invite you to visit nosmsp2020.ca to submit your input and to join the conversation about NOSM's future. Dr. Roger Strasser, AM Professor of Rural Health NOSM Dean and CEO a sa jeunesse, l'EMNO, creee dans le Nord de !'Ontario pour le Nord de !'Ontario, est devenue extraordinaire. Nos nombreux succes (influence positive sur le recrutement et la fidelisation, !'utilisation novatrice de la technologie, le modele unique d'apprentissage regionalise faisant appel aux communautes, et notre longue liste de prix nationaux et internationaux), le fruit des contributions de nombreux intervenants, nous ont valu une reputation mondiale. strategique (CCPS), un groupe de 28 personnes qui representent les perspectives du conseil d'administration, du Conseil de l'enseignement, des medecins, du personnel, du corps professoral, des etudiants, des administrateurs et de la communaute. Les personnes qui n'ont pas ete selectionnees pour sieger au CCPS ont ete invitees afaire partie du Groupe de reference pour la planification strategique. Un aspect de notre planification strategique consiste atirer des le~ons de notre experience. Al'EMNO, nous insistons sur !'amelioration continue de la qualite en evaluant notre travail et en consignant nos conclusions afin de continuer a nous instruire. Avec le nouveau plan strategique, nous esperons continuer atravailler avec la population du Nord de !'Ontario afin de devenir plus qu'extraordinaire et de tracer notre chem in vers l'avenir avec une vision pour 2020. Vos commentaires sont tres importants pour l'etablissement des priorites de l'EMNO pour cette deuxieme moitie de la decennie. Je vous invite nous transmettre vos points de vue et a participer ala conversation sur l'avenir de l'EMNO. Nous entreprenons egalement une analyse environnementale. Ces dernieres annees, !'Association des facultes de medecine du Canada (AFMC), !'Organisation mondiale de la sante (OMS) et de nombreux autres organismes ont mis les ecoles de medecine au defi de transformer la formation des professionnels de la sante et la recherche pour repondre aux besoins changeants de la societe. L'EMNO est la seule ecole de medecine canadienne dotee d'un mandat d'imputabilite sociale. Pour demeurer un chef de file, elle doit evaluer precisement les sujets et developpements nationaux et globaux dans son domaine. Pour ce faire, nous communiquons avec d'autres ecoles de medecine canadiennes, des organismes internationaux de professionnels de la sante et d'autres qui peuvent apporter a 0 1 Roger Strasser, AM Professeur en sante dans les milieux ruraux Doyen et directeur general Ecole de medecine du Nord de !'Ontario Scan ine 10 go direclly lo Or. Janice Willett, NOSM Associate Dean, Faculty Affairs and Dr. James Goertzen, NOSM's Medical Director ofFaculty Development, present the Faculty Peer Awards of Excellence at Northern Constellations in Thunder Bay. D" Janice Willett, doyenne associee, Affaires professorales, et CY James Goertzen, directeur medical du perfectionnement du corps professoral, remettent /es Prix d'excellence decernes par /es pairs /ors de Constellations du Nord aThunder Bay. NOSM Faculty Members Recognized NOSM faculty members are making outstanding contributions to research, patient care, and medical education. A faculty awards ceremony was held on Friday, April 4, 2014 to recognize all faculty members who have been promoted at NOSM over last three years. In addition, the 2013 Faculty Peer Awards of Excellence were presented to the following recipients: ■ Academic Leader: Dr. David Maclean, Associate Professor, Medical Sciences Division ■ Clinical Teacher: Dr. Brent Kennedy, Section Chair and Assistant Professor, Anesthesia ■ Medical Educator: Dr. Jo-Anne Clarke, Assistant Professor, Internal Medicine ■ Clinical Scholar: Ms. Kirsti Reinikka, Assistant Professor, Health Sciences ■ Scholar: Dr. TC Tai, Associate Professor, Medical Sciences Division Award recipients, nominated by their peers, exemplify the criteria of the awards program: contributing directly and indirectly to providing students with exceptional experiences; promoting leadership and personal growth; and, fostering respect, collaboration, and a commitment to NOSM's social accountability mandate. Distinctions de membres du corps professoral de l'EMNO Des membres du corps professoral de l'EMNO apportent des contributions sans pareilles ala recherche, aux soins et ala formation en medecine. Une ceremonie de remise de prix a eu lieu le vendredi 4 avril 2014 pour rendre hommage tousles membres du corps professoral qui ont ete promus al'EMNO au cours des trois dernieres annees. En outre les Prix d'excellence du corps professoral decernes par les pairs ont ete remis aux laureats suivants: a ■ Leader dans l'enseignement: David Maclean, Ph.D., professeur agrege, Division des sciences medicales ■ Enseignant de clinique: or Brent Kennedy, chef de section et professeur adjoint ■ Educatrice en medecine: ore Jo-Anne Clarke, professeure adjointe, Medecine interne ■ Chercheuse de clinique : Mme Kirsti Reinikka, professeure adjointe, Sciences de la sante ■ Chercheur : TC Tai, Ph.D., professeur agrege, Division des sciences medicales NOSM's Stiotegic Plan websile. d'autres perspectives. l'-Jurnerisez·111oi pour oiler L'.aspect le plus important de notre planification strategique consistera asolliciter les perspectives de nos collaborateurs afin que nous puissions avancer ensemble. Des communautes autochtones, des direclern ent sur le site Web du pion strrJle[1ique de l'EMNO . ' nosmsp2020.ca Les laureats, mis en nomination par leurs collegues, illustrent les criteres du programme : contribuer directement et indirectement afournir des experiences exceptionnelles aux etudiants; promouvoir le leadership et l'epanouissement personnel; encourager le respect, la collaboration et !'engagement envers la responsabilite sociale de l'EMNO. ■ �NOSM Staff Recognized for Excellence and Service Recompense du personnel de l'EMNO pour l'excellence et le service NOSM's Awards of Excellence program acknowledges the outstanding contributions made by staff members at the School who, through their individual efforts and accomplishments, have contributed to NOSM's vision of Innovative education and research for a healthier North. In March, an awards ceremony in the style of the Golden Globes and the Oscars was held to honour the individuals who, nominated by their peers, have shown themselves to be shining examples among those who work with them, and serve as a testament to the dedication of so many NOSM's Years of Service program, launched in 2012, recognizes employees for their continuous years of commitment to the School. NOSM congratulates and thanks these employees for their years of service: Le programme des Annees de service de l'EMNO, lance en 2012, rend hommage aux employes de longue date. L'EMNO felicite et remercie ces personnes pour leurs annees de service: 1OYears of Service I 10 ans across the School. Le programme des Prix d'excellence de l'EMNO souligne les contributions hors pair des membres du personnel qui, par leurs activites et accomplissements individuels, servent la vision de l'Ecole, Formation et recherches novatrices pour /'amelioration de /a sante dans le Nord. En mars, une ceremonie du genre Golden Globes et Oscars a mis l'honneur des personnes proposees par leurs collegues pour qui elles sont des exemples brillants et personnifient le devouement dans !'Ecole. a • Marlene Bodson • Joe Lipinski • Rita Campbell • Deborah Modin • Kristy Cote • Sherry Mongeau • Mike Korolenko • Kathryn Needham • Nicole Lauzon NOSM congratulates the following Staff Awards of Excellence recipients: Felicitations aux recipiendaires des Prix d'excellence: • Innovation/ Innovation Robyn Braid • Inspiration/ Inspiration Kim Daynard • Leadership/ Leadership Dr./ D'e Catherine Cervin • Positive Attitude / Attitude positive Darren Foulds • Reliability/ Fiabilite Marian Diamond • Service Excellence/ Excellence du service Donna Brown • Team Player/ Joueuse en equipe Kimberley Larkin • Team Effort/ Effort collectif Admissions (Cathy Gosselin, Julie Pacifico, and Cortney St. Jean) 5 Years of Service I S ans • Ken Adams • Kate Kearney • Gayle Adams-Carpino • Tracy Laird • Allison Law • Michael Lenardon • Sue Berry • John Dabous • Teena McLaren ■ Demetrios Demetrakopoulos • Joseph Modi • Marian Diamond • Julie Rendell • Nova Donaldson • Elise Rheaume • Mark Facca • Rachel Schaaf • John Friesen • Yuk-Sem Won • Catherine Jones NOSM Simbulance Assists in Training NOSM is engaged in a pilot project to provide high-fidelity, mobile simulation to Northern Ontario. Based at NOSM's West Campus at Lakehead University in Thunder Bay, this project uses a decommissioned Superior North EMS ambulance to transport high-fidelity, computerized mannequins and equipment to communities across Northern Ontario. On Friday, April 4, 2014, NOSM's Simbulance was unveiled. This project addresses the learning needs of health-care learners and practitioners in a cost-effective manner by removing the need to replicate expensive simulation environments and equipment in multiple communities. Transporting simulation equipment is only one of multiple approaches that NOSM wishes to use to support simulation-based education in its distributed sites. The Simbulance provides safe transportation for expensive equipment and trained personnel and also can be used as a realistic learning environment. The ambulance was 'decommissioned' before ownership changed to NOSM. Identifying words such as Superior North EMS, Ambulance, and 911 were removed. The flashing light bars and siren were also removed. All of this was done so that the decommissioned unit cannot be mistaken for a true ambulance. The NOSM Simbulance graphic wrap features NOSM students, and the Superior North EMS and City ofThunder Bay logos appear on the rear door as supporters of the Sim bu lance and NOSM. La Simbulance de l'EMNO facilite la formation LEcole de medecine du Nord de !'Ontario (EMNO) a entrepris un projet pilote pour fournir une simulation mobile realiste dans le Nord de !'Ontario. Etabli sur le campus Quest de l'EMNO ala Lakehead University aThunder Bay, ce projet fait appel aune ambulance de Superior North EMS mise hors service pour transporter des mannequins informatises tres fideles ala realite et du materiel dans des communautes de toute la region. LEMNO a devoile sa Simbulance le vendredi 4 avril 2014. Ce projet apporte une solution rentable aux besoins d'apprentissage des praticiens de la sante en supprimant la necessite de reproduire des environnements et du materiel couteux de simulation dans plusieurs communautes. Le transport de materiel de simulation fait partie des moyens que l'EMNO souhaite utiliser pour appuyer l'enseignement fonde sur des simulations dans ses divers sites. La Sim bu lance permet de transporter en toute securite du materiel co0teux et du personnel qualifie et constitue aussi un environnement d'apprentissage realiste. Lambulance a ete mise hors service avant sa prise de possession par l'EMNO. Les elements d'identification comme Superior North EMS, ambulance, 911, etc. ont tous ete supprimes, de meme que les lumieres clignotantes, la sirene et les avertisseurs, afin d'eviter la confusion avec une vraie ambulance. Lhabillage graphique de la Simbulance represente des etudiants de l'EMNO, avec les logos de Superior North EMS et de la Ville de Thunder Bay, des commanditaires de la Simbulance et de l'EMNO, sur la portiere arriere. Pictured with NOSM's Simbulance (from left to right) are: Norm Gale, Chief of EMS, Superior North EMS; Susan Morhart, NOSM Simulation Administrator; Dr. Emmanuel Abara; and, Siobhan Farrell, NOSM Director, Active Learning. Sur la photo avec la Simbulance (de gauche adroite): Norm Gale, chef de Superior North EMS; Susan Morhart, administratrice de fa simulation a/'EMNO; D' Emmanuel Abara; Siobhan Farrell, directrice de /'apprentissage actifa f'EMNO. �) 'NORTHERN CONSTELLATIONS Northern Constellations a Resounding Success Over 215 health-care professionals from across the North participated in NOSM's third annual Northern Constellations faculty development conference on April 4-5, 2014. NOSM faculty members participated in a variety of sessions ranging from their roles and responsibilities in the areas of teaching and preceptoring to research and scholarly activities and educational leadership, all meant to address faculty members individual learning needs. "Over the past three years, Northern Constellations has continued to grow and increase its impact on the development of NOSM faculty, educational staff, and learners;· said Dr. James Goertzen, NOSM's Medical Director, Faculty Development. "The diverse program this year is the result of the commitment and expertise of the conference presenters along with their passion for educational excellence'.' Faculty development events such as this allow NOSM faculty from across the North to build relationships, collaborate on projects, and discuss future opportunities for those who are committed to the education of high-quality physicians and health professionals in Northern Ontario. Un succes retentissant pour Constellations du Nord Plus de 215 professionnels de la sante du Nord ont participe les 4 et 5 avril ala troisieme conference annuelle de perfectionnement professionnel du corps professoral organisee par l'l:cole de medecine du Nord de !'Ontario (EMNO), Constellations du Nord 2014. Les participants ant assiste adiverses seances couvrant leurs roles et responsabilites dans des domaines allant de l'enseignement au leadership educationnel en passant par le preceptorat, la recherche et les activites savantes, qui visaient toutes arepondre aleurs besoins personnels d'apprentissage. « Ces trois dernieres annees, Constellations du Nord a pris de !'expansion et enrichi le perfectionnement du corps professoral de l'EMNO, du personnel de soutien al'enseignement et des etudiants, a declare le D' James Goertzen, directeur medical dans le programme de perfectionnement du corps professoral. Le programme diversifie de cette annee repose sur !'engagement et !'expertise des conferenciers ainsi sur leur passion pour !'excellence en enseignement. Des activites de perfectionnement professionnel comme celles-ci permettent au corps professoral, qui se fait un devoir de former des medecins et des professionnels de la sante chevronnes dans le Nord de !'Ontario, d'etablir des relations, de collaborer sur des projets et de discuter de futures possibilites. Remembering Dr. John Augustine NOSM Responds to High Suicide Rates in the North The Northern Ontario School of Medicine was deeply saddened to learn of the passing of Dr. John Augustine. Augustine has had a long and rich involvement with the School. He was named Fellow of Lakehead University io 2009 recognizing his tireless work advocating for the creation of NOSM and as a founding member on NOSM's Board of Directors. Augustine had a long and distinguished career as a specialist in general internal medicine in Thunder Bay. Augustine served on the Governing Council of the Royal College of Physicians and Surgeons of Canada as a member and Vice-President, and was the founding Chair of the Northwestern Ontario Medical Programme that brought medical students to the North in the 1970s. Held in the highest regard by NOSM's students, staff, faculty, and by many others with whom he worked, Augustine set an example as a medical and academic leader that will continue to be an inspiration to us all. NOSM has incorporated suicide awareness training into the School's MD curriculum in an effort to respond to the high rates of suicide in the region. First-year students at NOSM now undergo safeTALK training, a three-hour program created by LivingWorks that trains participants to identify persons with thoughts of suicide and to connect them with suicide first aid resources. NOSM is also developing and piloting other tools designed to help medical students deal with suicide in their future practice as physicians. "People hear about an issue such as suicide and think, 'this is bigger than me'. But, there are tangible changes that we can all make-including talking about suicide-that go a long way in reducing the stigma and breaking down myths,"says Scott Chisholm, founder of the Collateral Damage Project. "NOSM's incorporation of safeTALK into their curriculum demonstrates the School's leadership and commitment to a healthier Northern Ontario. I am so excited about the partnership between NOSM and Collateral Damage, and the potential we have for inciting positive change in Northern Ontario'.' Ala memoire du or John Augustine L'.l:cole de medecine du Nord de !'Ontario a appris avec beaucoup de tristesse le deces du D1 John Augustine. Le D' Augustine a apporte une riche contribution a l'Ecole pendant de nombreuses annees.11 rei;:u le titre de membre honoraire de la Lakehead University en 2009 en reconnaissance de ses efforts inlassables pour creer l'EMNO dont ii a ete membre fondateur du conseil d'administration. II a fait une longue carriere distinguee de specialiste de la medecine generale interne aThunder Bay. Le D' Augustine a siege au conseil d'administration du College royal des medecins et chirurgiens du Canada atitre de president et de vice-president et fut le premier president du Programme de medecine du Nord-Quest de !'Ontario qui a apporte des etudiants en medecine dans le Nord dans les annees 1970. Tres estime des etudiants, du personnel et du corps professoral de l'EMNO ainsi que de bien d'autres personnes qui ont travail le avec lui, le D' Augustine etait un chef de file medical et universitaire exemplaire qui demeurera une source d'inspiration pour nous tous. I L'EMNO agit pour contrer les taux eleves de suicides dans le Nord l..'.EMNO a incorpore une sensibilisation au suicide dans son programme de medecine afin de lutter contre les taux eleves de suicide dans la region. Les etudiants de premiere annee suivent maintenant la formation safeTALK, un programme de trois heures cree par LivingWorks qui apprend aux participants areperer les personnes qui ont des pensees suicidaires et ales mettre en rapport avec des ressources de premiers secours. l..'.EMNO elabore et met egalement al'essai d'autres instruments coni;:us pour aider les etudiants en medecine afaire face au suicide plus tard quand ils seront en exercice. « Les gens entendent parler d'un sujet com me le suicide et pen sent '(;:a me depasse'. Mais nous pouvons tous faire des changements concrets, y compris parler du suicide, qui font beaucoup pour reduire les stigmates et refuter les mythes, explique Scott Chisholm, fondateur de \'initiative Collateral Damage. Le fait que l'EMNO integre safeTALK dans don programme d'etudes illustre son leadership et son engagement envers !'amelioration de la sante dans le Nord. Je me rejouis aussi du partenariat entre l'EMNO et Collateral Damage, et du potentiel qui s'offre pour instiller un changement positif dans le Nord de \'Ontario.» NOSM Welcomes New Division Head of Clinical Sciences Dr. Janice Willett, NOSM Associate Dean, Faculty Affairs, is pleased to announce the appointment of Dr. Robert Smith, Assistant Professor, to the post of Clinical Sciences Division Head, effective April 1, 2014. A general surgeon, Smith joins NOSM with over 20 years of clinical experience. During his time at the hospital in Sudbury, he sat on a number of committees, including the Medical Advisory Committee (MAC) and the Surgical Program Council. Smith has been Chair of the Endoscopy Utilization Committee, and served as Chief of Surgery. A champion for patient safety, Smith has recently taken on the position of Medical Lead for Quality Care and Patient Safety within Health Sciences North (HSN). Smith supported the introduction of the Surgical Safety Checklist, and was involved in the creation of the Colon Cancer Diagnostic Assessment Program. Smith is a seasoned clinical teacher who is looking forward to his new role within the School. L'EMNO accueille le nouveau chef de la Division des sciences cliniques La o,e Janice Willett, doyenne associee, Affaires professorales, a le plaisir d'annoncer la nomination du[)' Robert Smith, professeur adjoint, au paste de chef de la Division des sciences cliniques depuis le 1er avril 2014. Chirurgien general, le D' Smith possede plus de 20 ans d'experience clinique. Au cours de sa carriere al'hopital aSudbury, ii a siege aplusieurs comites, y compris au comite consultatif medical et au conseil du programme de chirurgie. II a preside le comite d'utilisation de l'endoscopie et a ete chef du service de chirurgie. Un champion de la securite des patients, ii a recemment accepte le paste de responsable medical de la qualite des soins et de la securite des patients chez Horizon Sante-Nord. II a promu l'instauration de la liste de verification de la securite chirurgicale et a participe ala creation du programme d'evaluation du diagnostic du cancer du colon. Le D' Smith, aussi professeur de clinique chevronne, prend ses nouvelles fonctions al'tcole avec enthousiasme. PSI Knowledge Translation Fellowship Awarded to NOSM Faculty Member Dr. Naana Jumah, NOSM Assistant Professor, Women's Health, was recently awarded the Physicians'Services Incorporated (PSI) Graham Farquharson Knowledge Translation Fellowship. The fellowship is intended to protect a new, promising clinician's research time, allowing the Fellow to undertake high impact translational research. The fellowship will allow Jumah to conduct translational research in the treatment of uterine fibroids with magnetic resonance guided focused ultrasound (MRgFUS). "The PSI Graham Farquharson Knowledge Translation Fellowship has given me a tremendous opportunity to develop a research program in the non-invasive treatment of uterine fibroids;' says Jumah. "I want to thank the PSI foundation for supporting translational research and early career clinician scientists. Taking this technology from bench to bedside has the potential to positively impact the lives of women suffering from symptomatic fibroids and it also has the potential to decrease health-care costs associated with the treatment of fibroids.· Attribution de la bourse de translation du savoir de PSI a un membre du corps professoral de l'EMNO La ore Naana Jumah, professeure adjointe en sante des femmes al'EMNO, a rei;:u recemment la bourse de translation du savoir Graham Farquharson de Physicians Services Incorporated (PSI). Cette bourse a pour but de proteger le temps qu'un nouveau clinicien prometteur peut consacrer ala recherche et lui permettre d'effectuer de la recherche translationnelle aforte incidence. Cette bourse permettra ala D'" Jumah de mener ce type de recherche pour le traitement des leiomyomes uterins sous resonnance magnetique guidee par echographie. « La bourse de translation du savoir Graham Farquharson de PSI m'a apporte une magnifique occasion de concevoir un programme de recherche sur le traitement non invasif des leiomyomes uterins, a+elle declare. Je tiens aremercier la fondation PSI d'appuyer la recherche translationnelle et les clinici6?ns-chercheurs en debut de carriere. Le transfert de cette technologie du laboratoire au chevet des patientes pourrait avoir des retombees positives sur la vie des femmes souffrant de leiomyomes symptomatiques, et reduire egalement les coats du traitement des leiomyomes. » • �..-,.. NOSM -··••• ··•• ••••• LOCAL GROUP News from the LNGs Nouvelles des groupes locaux de l'EMNO Manitoulin Island Welcomed as New CCC Site Bienvenue al'ile Manitoulin comme site de SECP NOSM is pleased to welcome Manitoulin Island to the complement of communities that host third-year students during their eight-month Comprehensive Community Clerkship (CCC). NOSM was the first medical school in the world to offer this type of longitudinal integrated clerkship for all of its medical students. Each year, Manitoulin Island will host two students from September to April. L'EMNO a le plaisir d'inscrire l'lle Manitoulin dans son groupe de collectivites qui accueillent des etudiants de troisieme an nee pendant leur stage d'externat communautaire polyvalent (SECP). L'EMNO est la seule ecole de medecine du monde aoffrir ce type d'externat longitudinal integre atous ses etudiants en medecine. Chaque an nee, l'ile recevra deux etudiants de septembre aavril. NOSM Faculty and Learner Receive National Accolades In Ottawa on April 26 and 27, 2014, two faculty members and one learner from the Northern Ontario School of Medicine were lauded with national awards at the Canadian Conference for Medical Education (CCME), the premier medical education conference in Canada which hosts the largest annual gathering of medical educators in the country. • • Welcome, Manitoulin Island! Bienvenue Tie Manitoulin! • GROUPE LOCAL ••·•••,•••·•• DE L EMNO • •-.t.•• NOSM Honoured by SRPC for Fifth Consecutive Year On Friday, March 28, 2014, NOSM was presented with the Society of Rural Physicians of Canada (SRPC) Rural Medical Education Award. Each year, the SRPC presents this award to the undergraduate medical program that has matched the most graduates to rural family medicine programs through the Canadian Resident Matching Service (CaRMS) process. In 2013, 64% of NOSM's graduating MD class matched to a rural family medicine residency program. NOSM Dean, Dr. Roger Strasser, accepted the award on behalf of the School at a dinner held by the SRPC in Banff, Alberta. "The School was founded on the premise that if you select medical students with an affinity for the North and have them live and train in the North, they will stay in the North;' says Strasser. "Those choosing to pursue a residency program in rural family medicine are most likely to stay in the North. Having received this recognition for a fifth consecutive year is a sign that NOSM's model of distributed, community-engaged medical education is working:' NOSM is now preparing for the upcoming graduation of its sixth class of MD graduates, 56% of whom have chosen to complete residency training in rural family medicine. I 1 L'EMNO al'honneur pour la. . . ' , , c1nqu1eme annee consecutive Le vendredi 28 mars 2014, l'Ecole de medecine du Nord de !'Ontario (EMNO) a rec;u le Prix de la formation en medecine rurale decerne par la Societe de la medecine rurale du Canada (SMRC). Chaque an nee, la SMRC recompense un programme de medecine de premier cycle qui remporte le plus de succes en matiere de placement de ses dipl6mes dans des programmes de medecine rurale par l'entremise du Service canadien de jumelage des residents (CaRMS). En 2013, 64 % de la classe des dipl6mes en medecine de l'EMNO ont eu une place dans un programme de residence en medecine familiale en milieu rural. • Dr. Sarah Mary Mcisaac, NOSM-Ottawa Anesthesiology resident was awarded the Canadian Resident Matching Service (CaRMS) Sandra Banner Student Award for Leadership. The purpose of this annual award is to encourage the development of future leaders in medicine. The $5,000 award is given an undergraduate or postgraduate medical student to be used for leadership education. Dr. Rachel Ellaway, NOSM Assistant Dean, Curriculum and Planning and Dr. David Topps from the University of Calgary (NOSM's former Director of e-Learning) were awarded the Association of Faculties of Medicine (AFMC) lnfoway e-Health Award. The award is an initiative of the AFMC-lnfoway Clinicians in Training: e-Health Curriculum and e-Learning project which aims to improve clinical practice and patient care by supporting medical school training on the effective clinical use of information and communication technologies. AOttawa les 26 et 27 avril, deux membres du corps professoral et une etudiante de l'Ecole de medecine du Nord de !'Ontario ont ete a l'honneur lors de la Conference canadienne sur !'education medicale (CCEM), la principale conference sur !'education medicale au Canada qui regroupe chaque an nee le plus grand nombre d'educateurs en medecine du pays. • "The prestigious awards at the Canadian Conference of Medical Education (CCME) not only recognize the professional achievements of t he recipients, but also speak to the outstanding contributions that NOSM faculty and learners are making to the landscape of medical education across the country;' says Dr. Roger Strasser, NOSM Dean. "On behalf of the Northern Ontario School of Medicine, I extend hearty congratulations to Ors. Mcisaac, Ellaway, and Baron for this recognition:' ore Sarah Mary Mcisaac, residente en anesthesie de l'EMNO a Ottawa, a rec;:u le Prix du leadership etudiant Sandra Banner du Service canadien de jumelage des residents (Ca RMS), dont le but est d'encourager le developpement des futurs leaders en medecine. Le prix de s000 $ est decerne aun(e) etudiant(e) en medecine au premier cycle ou au niveau postdoctoral pour suivre une formation en leadership. • Rachel Ellaway, Ph.D., doyenne adjointe al'EMNO, Programme d'etudes et planification et or David Topps de !'University of Calgary (ancien directeur de l'apprentissage en ligne al'EMNO) ont rec;:u le Prix en cybersante de l'Association des facultes de medecine du Canada-lnforoute. Ce prix est une initiative du projet portant sur les Programmes educatifs de cybersante et cyberapprentissage al'intention des medecins en formation de l'AFMC-lnforoute. Ce projet a pour but d'ameliorer l'exercice clinique et les soins en appuyant la formation medicale relative a!'utilisation clinique efficace des technologies de l'information et de la commun ication. • ore Tara Baron, directrice du Programme de residence en pediatrie de l'EMNO, a rec;:u le Certificat de merite de !'Association canad ienne pour !'education medicale, dont l'objectif est de promouvoir, reconnaTtre et recompenser des membres du corps professoral engages dans !'education medicale dans les facultes de medecine canadiennes. Dr. Tara Baron, NOSM Pediatrics Residency Program Director was awarded the Canadian Association for Medical Education (CAME) Certificate of Merit Award. This award promotes, recognizes, and rewards faculty committed to medical education in Canadian medical schools. « Ces prix prestigieux rem is lors de la Conference canadienne sur !'education medicale soulignent non seulement les accomplissements professionnels de leurs laureats, mais temoignent aussi des contributions hors pair que le corps professoral et les etudiants de l'EMNO apportent ala formation en medecine dans tout le pays, a declare le D' Roger Strasser, le doyen de l'EMNO. Au nom de l'Ecole de medecine du Nord de !'Ontario, je felicite sincerement D'e Mcisaac, Ellaway, Ph.D. et D'eBaron pour ces distinctions.» Le doyen de l'EMNO, le D' Roger Strasser, a accepte le prix au nom de l'Ecole lors d'un diner organise par la SMRC aBanff (Alberta).« L'Ecole a ete fondee en partant du principe que si nous choisissons des etudiants en medecine qui ont une affinite pour le Nord, et que nous les faisons vivre et etudier dans le Nord, ils resteront dans le Nord, explique le 0' Strasser. Ceux qui choisissent de faire leur residence en medecine familiale rurale sont les plus susceptibles de rester dans le Nord. Le fait de recevoir cette distinction pour la cinquieme an nee consecutive montre que le modele de formation en medecine faisant appel acommunautes eparses fonctionne. » L'EMNO prepare actuellement la collation des grades de sa sixieme classe de diplomes en medecine dont 56 % ont choisi d'effectuer leur formation en residence en medecine familiale rurale. Des membres du corps professoral et une etudiante re~oivent des distinctions nationales Dr. Roger Strasser, Dean of the Northern Ontario School of Medicine, presents the 2014 Sandra Banner Student Award for Leadership to Dr. Sarah Mary Mcisaac during the Ca RMS Forum at the Canadian Conference of Medical Education in Ottawa. Le D' Roger Strasser, doyen de l'ecole de medecine du Nord de /'Ontario, re met le Prix du leadership etudiant Sandra Banner ala[)'• Sarah Mary Mcisaac pendant le forum du Ca RMS ala Conference canadienne sur /education medica/e aOttawa. Award recipients Ors. David Topps, Rachel El/away, and Tara Baron. Laureats: D' David Topps, Rachel El/away, Ph. D. et[)'• Tara Baron. �Enhancing Clinical and Teaching Competencies For Health Professionals Across the North Amelioration des competences cliniques et pedagogiques des professionnels de la sante du Nord Behind the Scenes Dans les coulisses A Closer Look at NOSM's CEPD Coordinators The Continuing Education and Professional Development (CEPD) Office is dedicated to the provision of innovative, learning-centred continuing medical education, faculty development, and continuing professional development opportunities. CEPD educational programming promotes lifelong learning and enhances clinical and teaching competencies and overall performance of health-care professionals and faculty, while advancing their ability to meet the needs of the people of Northern Ontario. NOSM's CEPD Coordinators assist with the administration and support of educational and research programs and the implementation of CEPD initiatives. Christina Graves is located at NOSM's West Campus at Lakehead University in Thunder Bay, and Alisha Depatie is located in Sudbury at NOSM's East Campus at Laurentian University. Christina Graves (CG): As CEPD Coordinators, Alisha and I support NOSM's vision of Innovative education and research for a healthier North by coordinating the planning of educational programs and services for Northern Ontario physicians and allied health professionals through NOSM's CEPD Office. Alisha Depatie (AD): In order to meet unit and school initiatives, we meet monthly with our Program Planning Committees, which are comprised of representatives from communities throughout Northern Ontario of various specialties, to plan and deliver conferences, workshops, and ongoing educational programs. CG: As teachers, both Alisha and I were attracted to this position because it allowed us to explore our passion for education through a different path. Because of the limited teaching positions available to ~ ~ gnu~ed~on~ professional development new Northern Ontario teachers, we were looking for ways to take our skills from the classroom and apply them in new ways. AD: When working with our committees to plan various educational events, we dive into our toolbox of tricks to suggest how best to engage our audiences, present content, and evaluate feedback. Christina and I are both passionate about furthering our own education in the field of adult education in hopes of serving our clients better. Alisha Depatie (AD): Afin de planifier et d'offrir des conferences, des ateliers et des programmes d'education pour les unites et l'ecole, nous rencontrons chaque mois nos comites de planification des programmes qui sont composes de representants de diverses specialites repartis dans le Nord de !'Ontario. CG: Atitre d'enseignantes, Alisha et moi avons ete seduites par ce poste parce qu11 nous permet d'assouvir notre passion pour !'education en empruntant une voie differente. Acause du nombre limite de pastes a la disposition des nouveaux enseignants dans le Nord de !'Ontario, nous cherchions des moyens d'appliquer nos competences pedagogiques de maniere differente. AD: En travaillant avec nos comites pour preparer diverses activites educatives, nous fouillons dans notre sac amalice pour suggerer des moyens de mobiliser au mieux nos auditoires, de presenter du contenu et d'evaluer les commentaires. Christina et moi desirons ardemment parfaire notre education dans le domaine de !'education des adultes en vue de mieux servir nos clients. CG: We are both fairly new to the Office of CEPD. I joined in September 2012 and Alisha in May 2013. Alisha and I agree that the most rewarding part of our role is when we see all of our hard work come to fruition. When working for upwards of a year to plan major conferences-like Northern Constellations-and learning sessions, it is a wonderful feeling when the event rolls out and participants walk away with new and relevant information and feeling as though they have had a valuable and enriched learning experience. AD: One of the most challenging parts of our job is ensuring that all interested parties know about the educational opportunities coming out of our office. While all of our programming is available at NOSM's East or West campuses, most of our programming is also available via the Ontario Telemedicine Network (OTN) or webcast. We encourage all health professionals with an interest in our services to find out how easy it is to set your connection from home. Contact us via nosm.ca/cepd so we can show you how! Entretien avec les coordonnatrices de l'ECPP de l'EMNO Le Bureau de /'education continue et du perfectionnement professionnet (ECPP) se consacre ala fourniture d'activites novatrices d'education medicate continue et de perfectionnement professionnel du corps professoral. Ses programmes encouragent J'apprentissage avie et ameliorent /es competences cliniques et pedagogiques ainsi que le rendement general des profession nets de la sante et du corps professoral tout en ameliorant /eur capacite de repondre aux besoins de la population du Nord de /'Ontario. Les coordonnatrices de /'ECPP participent a /'administration des programmes d'education et de recherche et ala mise en reuvre d'initiatives d'ECPP. Christina Graves travaille sur le campus Quest ala Lakehead University aThunder Bay, et Alisha Depatie sur le campus Est al'Universite Laurentienne aSudbury. I Christina Graves (CG): En tant que coordonnatrices de l'ECPP, par l'entremise du Bureau d'ECPP, Alisha et moi appuyons la vision de Formation et recherches novatrices pour !'amelioration de la sante dans le Nord en coordonnant la planification des programmes et services educationnels visant les medecins et les professionnels paramedicaux du Nord de !'Ontario. Japanese delegates visit with learners and staffat North Bay Regional Health Sciences Centre. Des delegues japonais rendent visite ades etudiants et du personnel du Centre regional des sciences de la sante de North Bay. NOSM Welcomes Japanese Medical Educators From March 17-19, NOSM hosted three delegates from Nagasaki University in Japan. The delegates travelled to Northern Ontario to learn about NOSM's model of distributed medical education, and see how it could be applied to the geographically diverse and remote island areas of Japan. Of main interest for delegates was the way that NOSM supports education that takes place outside of the universities' main campuses. CG : Nous sommes toutes les deux relativement nouvelles dans le Bureau D'ECPP. Je suis arrivee en septembre 2012 et Alisha en mai 2013. Nous trouvons que la partie la plus gratifiante de notre role est de voir le fruit de notre travail. Quand nous travaillons jusqu'a un an pour planifier des conferences majeures, comme Constellations du Nord, et des seances d'apprentissage, nous sommes ravies de voir le deroulement de l'evenement et les participants repartir avec des informations nouvelles et pertinentes et le sentiment d'avoir eu une experience d'apprentissage utile et enrichie. AD: Un des aspects les plus difficiles de notre travail est de veiller ace que toutes les parties concernees soient au courant des possibilites d'education provenant de notre bureau. Meme si tous nos programmes sont offerts sur les campus Est ou Quest, la plupart le sont aussi par !'Ontario Telemedicine Network (OTN) ou webemission. Nous encourageons tous les professionnels de la sante qui s'interessent a nos services adecouvrir combien ii est facile d'etablir la connexion a partir de chez eux. Communiquez avec nous sur nosm.ca/cepd et nous vous montrerons comment faire. "NOSM's educational system is very unique, not seen anywhere else in the world;' says Dr. Ryota Nakaoke, physician and faculty member at Nagasaki University. "In Japan, we thought that educational sites should be equal. This is a challenge. But at NOSM, we have learned that it is better if all sites are unique and distinct. We are also interested in learning about the cooperation between the community and the hospital in NOSM communities, and the ways in which allied health professionals and physicians work together to support the health improvement of a community:' L'EMNO accueille des educateurs japonais Du 17 au 19 mars, l'EMNO a accueilli trois delegues de l'universite nationale du Japon, l'universite de Nagasaki, qui sont venus dans le Nord de !'Ontario pour se renseigner sur notre modele de formation medicale regionalisee et voir comment ii pouvait s'appliquer dans les peninsules geographiquement diverses et isolees de leur pays. lls se sont surtout interesses la fac;:on dont l'EMNO mene l'enseignement qui se deroule en dehors de ses principaux campus. a « Le systeme d'education de l'EMNO est tout afait unique au monde, a dit le or Ryota Nakaoke, medecin et professeur al'universite de Nagasaki. Au Japon, nous pensions que tousles lieux d'enseignement devaient etre pareils. Ce qui est difficile arealiser. Mais al'EMNO, nous avons appris qu'il est preferable que chaque site soit unique et distinct. Nous desirons aussi nous informer sur la cooperation entre la communaute et l'h6pital dans les communautes ou l'EMNO est presente, et sur la fac;:on dont les professionnels paramedicaux et les medecins collaborent pour ameliorer la sante d'une communaute. » • �� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Lakehead University Collection Description An account of the resource Photographs from Lakehead University's history: people, events, and campus. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource NOSM: Northern Passages, Vol 14, No 2 Subject The topic of the resource Universities Description An account of the resource Northern Ontario School of Medicine newsletter. Vol 14, No, 2, 2014. Creator An entity primarily responsible for making the resource Northern Ontario School of Medicine Date A point or period of time associated with an event in the lifecycle of the resource 2014 Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English French Type The nature or genre of the resource Text https://digitalcollections.lakeheadu.ca/files/original/ffe34b0f6780de04ceda9c5ba92a39f5.pdf f391e35e45dc4dbc433fd14e3640d70a PDF Text Text Northern Ontario School of Medicine �Northern Ontario School of Medicine ◄ Dr. Roger Strasser Founding Deon, Northern Ontario School of Medicine W 0 n May 31st, 2005, Northern Ontario School of Medicine (NOSM) Founding Dean Dr. Roger Strasser and Associate Dean of Admissions and Student Affairs Dr. Jill Konkin delivered precious cargo lo Canada Post Mail Carrier Joan Stevens: letters of acceptance addressed to 56 of the applicants to the School. Dr. Konkin was in charge of establishing the School's selection and admissions process. The method chosen, developed by McMaster University, involved a circuit of ten, 10 minute mini-interview stations through which potential students would rotate. The interviewer at each station was a community volunteer who had also gone through a selection process! NOSM's choice of an innovative selection process proved to be successful when one considers that from a field of nearly 2,100 initial applicants, a group of 56 Charter Class students were chosen within a few short months. Of the Charter Class -- 32 students on the East Campus ' at Laurentian University in Sudbury, and 24 on the West Campus at Lakehead University in Thunder Bay, fully 80% have lived in Northern Ontario for ten years or more. Truly, NOSM's Inaugural Year students are playing a lead role in "breaking new ground for a healthier Northern Ontario". In addition, the success of the School's Northern Ontario Bursary Fund has allowed NOSM to live up to its policy that no student shall be denied admission to a medical school due to a lack of finances. Too often Northern students have been reluctant to apply to medical schools outside the North because of cost. Thanks to the Bursary Fund, students like Nicole St. Jacques can pursue their dream of becoming a physician. Your contribution to the Bursary Fund will assist other NOSM students. Please donate now. ' I deeply and sincerely thank those who hove helped create and ore thinking of donating to the Northern Ontario School of Medicine Bursary Fund. These generous donations from individuals, companies and community groups will greatly help to relieve the financial stress that we medical students face. It is not only financial aid which I would like to thank you for; it is also the support and encouragement it signifies. To hove the community make such on investment in my future is truly touching and in return I promise to work my hardest and dedicate myself to serving the people of Northern Ontario throughout my studies as well as in the future. , , - Nicole St. Jacques, Charter Closs Student Be a part of history. Contribute to the future. The Northern Ontario School of Medicine Bursary Fund Northern Ontario School of Medicine For further information or to contribute, call 705-675-1151 ext. 3452 or 807-766-731 Oor visit www.normed.ca hether you're simply reading this magazine, or attending our Grand Opening Ceremony, or partaking in the myriad of other events planned for the Inaugural Year of the Northern Ontario School of Medicine (NOSM), all of us here at the School hope you'll catch the spirit of this oncein-a-lifetime event. The term "historic" may be overused these days, but in this case it truly applies. NOSM is just the sixth medical school in the province of Ontario, and the seventeenth in all of Canada. We are the first new medical school in Canada in a generation; the first to open its doors in more than 30 years. After our Grand Opening on Sept. 13th, 2005, we will also become, for a few months at least, the newest medical school on the planet. And, as a frequent participant in global conferences devoted to rural health education, I can tell you that the whole world is watching developments here in Northern Ontario. Our social accountability mandate; our reliance upon the North's far flung communities; our twin campus sites; our use of state-of-theart technology to deliver curriculum; our commitment to the region's Aboriginal and Francophone communities; and our dedication to pioneering innovation and research truly make NOSM "a medical school like no other." My dictionary defines the act of inauguration as "to begin or initiate under favourable or auspicious circumstances or with ceremony; to commence or enter upon (esp. something beneficial); to set in motion." Could any other two dozen words better describe what our School's Inaugural Year means for the people of Northern Ontario and the province as a whole? It's my hope that we can be celebratory over the course of this year without being overly self-congratulatory. Not because the fabulous team that has moved NOSM from dream to reality over such a short timeframe doesn't deserve approbation, it most certainly does; but because the Northern Ontario School of Medicine stands upon the shoulders of so many other institutions and individuals. I think especially of McMaster's Northwestern Ontario Medical Programme or NOMP, and the Northeastern Ontario Medical Education Corporation or NOMEC, affiliated with the University of Ottawa. These medical education networks enabled NOSM's decentralized curriculum delivery by organizing hundreds of physician preceptors across Northern Ontario. These doctors, tempered in the flame of Northern practice and by now veteran mentors, will prove absolutely essential to our success in the years to come. I think, too, of the two universities that have hosted NOMP and NOMEC, Lakehead and Laurentian, respectively. Their names are ensconced on our School crest, and without them there would be no NOSM. Lakehead President Dr. Fred Gilbert and Laurentian President Dr. Judith Woodsworth have worked long and hard to make the School a reality; this is their Year, too. A special thank you as well to the 35 distinguished Northerners who have agreed to serve on our Board of Directors. One names more names with trepidation; the full roster would fill this entire magazine, much less this page. But I must single out several of the School's most senior administrators for special mention. Our Vice Dean, Academic Activities, Dr. Dan Hunt, has brought invaluable experience and wisdom from his long tenure at Seattle's University of Washington School of Medicine to this start-up project. Dorothy Wright, NOSM's first, and so far only, Chief Administrative Officer, is the living embodiment of Ernest Hemingway's dictum that "courage is grace under pressure." And Dr. Jill Konkin, Associate Dean, Admission and Student Affairs, and her team performed brilliantly in recruiting the School's first or Charter Class of incoming students. Special credit must go, too, to a much maligned species: the politicians of the Ontario and federal governments. In a profession where a career might last only a few years, the leadership of all three Ontario political parties has given unwavering support to an undertaking that will cost more than $200 million and require a full decade before producing its first practising physician. This is true foresight and commitment to the public interest. Finally, I must acknowledge my life partner, Dr. Sarah Strasser, and our children Rupert.Jeremy, Bridget, Douglas and Felicity for their willingness to uproot their lives in Australia to allow me to help make NOSM a reality. So, let's pause, reflect, celebrate and enjoy the arrival of NOSM's Inaugural Year. We are now one giant step closer to achieving our great, overarching collective goal: improving the health care of each and every resident of this wonderful region we call Northern Ontario. A �Ma ors' Messa es Congratulations to the students, faculty, staff and Board of ,,..-<LCITY OF ~ _.,,,--Directors on the occasion of the inaugural year of the Northern .f. f f ~ Ontario School of Medicine. On behalf of City Council and the citizens Superior by Nature ofThunder Bay, I am pleased to offer a special welcome to the members of the first class. This is a celebration for all ofThunder Bay and Northern Ontario. In Thunder Bay, we have an expanding sense of community pride that comes from a series of remarkable achievements including the new hospital, new Advanced Technology & Academic Centre, new aviation training facility and now, the new Northern Ontario School of Medicine - Canada's first new School of Medicine in more than 30 years. Our pride in this new facility and its people is amplified by the fact that the School was developed in Northern Ontario by Northern Ontario for Northern Ontario. The School resulted from a group of people from across Northern Ontario corning together in support of a Made in Northern Ontario solution to physician shortage. Future physicians who work and study in the North are more likely to choose to live in the North following graduation. This unique Pan Northern School will reflect the diversity and geography of Northern Ontario. The school will attract the best and brightest students from Northern Ontario and around the world, and it will feature advanced technology to keep faculty and students connected, sometimes across thousands of kilometres. Health and Education are key economic drivers for Thunder Bay. The new School of Medicine will enhance this impact, drawing new people to Thunder Bay and creating new research and development opportunities. As a community, and as a region, we take great pride in the new Northern Ontario School of Medicine as you mark your inaugural year. Congratulations on your success and all the best for continued excellence. Sincerely, 1WJ.'1.er 3 FOUNDING DEAN'S WELCOME FROM DR. ROGER STRASSER 5 MAYORS' MESSAGES ~e,atu,.t> @ DAWN OF A NEW ERA While it may be the world's newest medical school, NOSM has deep roots in the rocky soil and turbulent politics of Northern Ontario. lnaugural's Mick Lowe chats with three of the visionaries who helped create the Northern Ontario School of Medicine. 10 LAURENTIAN UNIVERSITY 11 LAKEHEAD UNIVERSITY 12 A MESSAGE FROM THE PREMIER 13 OPENING NEW DOORS Besides its mandate to improve Northern health care, NOSM should also provide a healthy dose of economic stimulus in the region. Northern Ontario Business editor Craig Gilbert produced this overview of what is arguably the North's fastest growing employer. Northern Ontario School of Medicine The Northern Ontario School of Medicine (NOSM) is a pioneering faculty of medicine working lo the highest international standards. Its overall mission is lo educate skilled physicians and undertake health research suited to community needs. In fulfilling this mission NOSM will become a cornerstone of community health care in Northern Ontario. ~e,atu,.t> ~ RESEARCH AT NOSM Even before opening its doors the Northern Ontario School of Medicine has recruited researchers from all over the world. Their quest, as Colleen Kleven explains, is to expand the fund of human knowledge on health issues of special interest to residents of rural and northern Canada. 18 A MESSAGE FROM THE PRIME MINISTER 19 A MESSAGE FROM THE COMMISSIONER OF OFFICIAL LANGUAGES ~ THE ABC's OF AN MD Perhaps more than in any other area, it is NOSM's curriculum that will distinguish it from most existing medical schools. Laura E. Young provides an in-depth look at the theory and practice of the program that aspires to produce the world's best trained practitioners in rural and remote medicine. 24 ~---~.:s'""Ecole de medecine du Nord de l'Ontario L'Ecole de medecine du Nord de !'Ontario (EMNO) est une pionniere en son genre et repond aux plus hautes normes internationales. Sa mission generale consiste former des medecins qualifies et entreprendre de la recherche en sante fondee sur les besoins de la communaute. En s'acquittanl de cette mission, l'EMNO deviendra une pierre angulaire des soins de sante communautaire dons le Nord de !'Ontario. a ~e,atu,.t> a IT TAKES A VILLAGE ... A compendium of the collaborators - funders, governance bodies, and partners - that have made NOSM a reality. 26 ...TO TRAIN A HEALER Northern youth have often faced an insurmountable obstacle to a medical education: the cost. With your help the NOSM Busary Fund hopes to change all that. Lynn Peterson P•'vn.D' <l'U~6<' L"P'P·6 6"d.D·6' bt>r t>a.•rbU' 9t>r <1.D'PrbU' L"P•P L-<1- '"V'C·b' r r'·'v•br '. <1 P6·'v 'J' t>a.•rba-·<1' rP• P.D'<l L·6·C b<1.br-<1 - L"P•P·6a-a-·<1 ' r Q. 96S <1.'6",' 9t>r r .D''.' <t6S <J.D'bU ' r .D <1~·6' CJ'•9·6a-'. P•'vn.D' L"P•P·6 6"d.D·6' L·<1 - Ca-b-u'C·b' 9t>r b<1.·'v'C·b' r .D <1~·6' CJ''9·6a-' P•'vn.D' <1'U~6<'. Lynn Peterson, Mayor - City of Thunder Bay ,::,:. .,.I ~!""ter C '1-' ) SUuul 1nT A dream becomes reality! The Northern Ontario School of Medicine is like no other. Anchored ~ -.... J in two great Northern communities - Greater Sudbury and Thunder Bay -with links, both fibre optic and human, to scores of other communities in between - it's a learning and research centre created by Northerners, for Northerners; open to the world. This joint venture of Laurentian and Lakehead Universities mirrors who we are and where we live in rural, urban and sometimes isolated communities, with significant Francophone and Aboriginal populations. It addresses our aspirations for the future - career opportunities for our young people; retaining doctors in our communities; better health care; better health. It reflects our values and our way of life - the importance we attach to teamwork; our love of community. It showcases our capacity for innovation - our use of information technology to connect with one another; to connect with the world. We have many to thank for this new and vital resource - our medical professionals, for seeing a better way to safeguard our health; our educators and community leaders, for making sure Northerners have the same benefits and opportunities as those who live in the South; the members of the school's Board of Directors, for their vision and stewardship; the School's faculty and first students, for leading the way. Together, these and countless other groups from across our region have worked together to build an institution that will serve the citizens of Northern Ontario for generations to come. And they've done so in a manner that's distinctly Northern - with the determination of a frosty winter; with the clarity of a wilderness lake; with the strength of the Canadian Shield. On behalf of the citizens of the City of Greater Sudbury, kudos to you and to those who will follow in your footsteps. Best wishes, Grand Dave Courtemanche, Mayor - City of Greater Sudbury 2005 - 2006 • Inaugural 5 �M.L. I would like to start with Dr. Augustine, because I suspect his memory of this project is the longest. Tell us, what is the earliest conversation you can remember having about the need for a medical school in Northern Ontario? J.A. The very first indication I had was back in 1968 when they were opening McMaster Medical School. Glenn Sawyer, the well known secretary of the Ontario Medical Association, contacted the Thunder Bay Medical Society because they were looking around for a possible sixth medical school, way in the future, of course. So the then President of the Thunder Bay Medical Society got in touch with me and asked me what I thought. I said: "Well, gee it sounds interesting." So this filtered around for a while and in the spring of 1969 we actually held some meetings and wrote some letters and phoned around. But of course nothing really came of it. M.L. Can you quickly run forward through the 1970's and 1980's as to what transpired? J.A. Out of our three meetings held in the spring of 1969, we got in touch with John Evans, the first Dean of McMaster Medical School, whom I happened to know from my post-graduate training in Toronto in the 1950s. As you may know McMaster Medical School had a lot of young innovative medical faculty. They were looking for outlying areas for their undergraduate students to gain some real hands on experience. Out of this arose the Northwestern Ontario Medical Programme (NOMP). I was appointed the first chair of this plan, whereby undergraduate medical students and some post-graduate medical students would come for one month to two or three months and work in Northwestern Ontario. It became very, very successful. Well along came Robert McKendry, in August 1999, appointed by the then Ontario Minister of Health, Elizabeth Witmer. He had 37 suggestions on how to improve medical care in Ontario, one of which was to develop a new medical school. Of course, that fell on eager ears in both Sudbury and Thunder Bay and that is how we came onto the stage. M.L. Now McKendry, there's a name that resonates, even for a casual follower of the news. Though by the time that commission was appointed, people at Laurentian Univer- sity in Sudbury had been in this game for some years, am I right, Geoff? G.T. Well, picking up the story from John, we did not have quite the length of history, but in the early 1990s when the family medicine residencies were established to develop residencies in Northern Ontario, that led to the development of the Northeastern Ontario Medical Education Corporation, NOMEC, through the University of Ottawa. I sat on the NOMEC board so I saw a huge growth in interest in medical education amongst a network of doctors throughout the North. All of the doctors who were taking stu- dents got interested in medical education. Historically, doctors have always seen, as part of their function, to teach as well as to deliver health care, and I think Northern doctors took that very seriously. I think the success of those early programs was a tremendously important stimulus. M.L. Geoff, we should say that at your initial appearance on the board of NOMEC, presumably you were a representative of Laurentian University? G.T. I was, and it is interesting that in those early days the connection between the physic on tin ued on o e 8 �continued from poge 7 cian community and the university was not very close. Doctors are fiercely independent people and so part of my job was to build a bridge between the university and NOMEC. Medical schools are not like any other university programs. They are managed through the academic setting, but to a large extent, most medical education takes place outside of your institutional walls such as in your clinical context, in community hospitals, or major hospitals that are outside of the university. I came to understand that the right relationship between the university and the medical community was important in building confidence, that we could do this in the North and we could do it right. That is a very important point Geoff, because the attitude in the 1960s and 1970s in the medical, educational sphere was 'What could a student possibly learn from a doctor in Sudbury or Thunder Bay?' The medical schools were the repository of all knowledge. It brings to mind that we had a Chief of Surgery at the University of Toronto and at the Toronto General Hospital in the mid-1960s who was called upon at a coroner's inquest and one of his statements was: "Well north of 401, there really is no competent medicine performed in Ontario." J.A. G.T. Fighting words! Which were fighting words indeed! But the attitude has all changed for the better today. J.A. M.L. Goyce Kakaegamic, you come from communities very far north of the 401. Tell us about your initial involvement with the medical school, and why it is so important from where you sit? G.K. First Nation communities in Northwest- ern Ontario I think are some of the most underserviced citizens in Ontario. In our communities we have no resident doctors whatsoever. We do have nursing stations in some areas, but some of them do not even have a nursing station or nurses resident. We are struggling with a high rate of diabetes and high rate of suicides, which dramatically exceeds national averages. Since 1987, we have lost close to 300 of our young sons and daughters to suicide. We believe that access to medical attention in our communities is decreasing. I believe the shortage of doctors and professional specialists is one of the reasons why 8 Inaugural • 2005 - 2006 that is happening. Our people do not even have the basics that we take for granted here. Canada likes to take pride in itself as one of the best countries to live in and yet if these same standards, which the United Nations uses to determine that Canada is one of the best countries in the world to live in, were applied to First Nations in Northwestern Ontario, our country would be more rated with the Third World countries. The lack of health care would be one of the key factors. I do not think it is too strong of a statement to make that many lives in First Nations in our territory and even in the Northwestern Ontario communities will depend on the availability of qualified doctors and specialists. That is one of the reasons why we got involved in it as the Nishnawbe-Aski Nation (NAN), in the dream of a medical school in Northwestern Ontario. We took a proactive role to ensure that a Northern Medical School becomes a reality, a real Northwestern Ontario school in Thunder Bay. We were thrilled that Thunder Bay became a part of it. M.L. What would you like us to touch on Implementation Management Committee whose task it was to produce a business plan and at that point we set the wheels in motion of hiring the first Dean. So in April and May 2002, Roger Strasser was brought on board. He did not actually get here until August 2002. If you think August 2002 and we are now in August 2005, that is three years putting a whole new staff, putting a whole new curriculum together and getting the school up and running, that is astounding. I think that all of the people that were involved in that deserve a great deal of credit. M.L. Goyce, if I ask you to name some of the people whom you think deserve recognition in making this dream, as you put it, a reality, who comes to mind? G.K. I have to echo Geoff's comment on Dr. Strasser. I think a lot of credit and acknowledgement has to go to Dr. Strasser for making this dream a reality through his leadership. Of course, right now he has excellent staff and we are working with vibrant board members. for posterity? I want to reflect a little on some of the people I think have been really key. I have learned a huge amount from physician educators that I have encountered in this process. First of all, Dr. John Augustine opened up doors for us that brought a depth of experience to our early work that was extraordinari- G.T. I have one thing that I would like to talk about as someone who is not involved anymore. I am full of admiration for the amount of work that has been done since the early days, and I am looking at my schedule here. They established in the fall of 2001 the G.T. www.normed.ca ly helpful. For myself personally I learned a we got Roger Strasser in place. He brought a great deal from a couple of Sudbury doctors, lot of experience of how medical schools opDr. Bill McMullen and Dr. John Mulloy. Dr. erate and was particularly influential in deterMcMullen led to the development of NOMEC mining our governance structure. The School and was a key figure in driving forward this is the only school in Canada that is established process through from the Sudbury end at as a distinct legal entity connected academileast in getting a sense that yes; physicians in cally to two universities, but it actually is established as an independent and is funded directly Sudbury could become a medical faculty. Miriam Macdonald of NOMEC was a from the government with representation from huge eye opener to me to see how much could the university and from committee groups on be done and how proud people become of its board. I think this was as a result of Dr. making things work. When we actually devel- Aberman's intervention. oped the proposal for the northern school, we One more group of people that I would got some excellent advice from Jim Rourke. like to mention because they don't get talked Jim was a faculty member at that time at the about very often, and they often get berated, University of Western Ontario and was a lead- are the civil servants involved. I am thinking ing figure in the Canadian rural health scene. particularly of George Zegarac, who was at He was a leading advocate of rural medical that point the Director of the Health and Hueducation. He ran a program out of Western. man Resources branch at Ministry of Health He influenced us enormously, in fact he wrote and Long-Term Care, Caroline Abrahams, a lot of the key components of the medical who worked closely with the expert panel education parts of the proposal we put into and subsequently Kevin Costante, who was the expert panel. He and Tom Scott were ad- the Deputy Minister of Training Colleges visers to us, so they put in a lot of work and and Universities who helped the actual birth gave us, I think, the orientation towards rural of the process. I remember the Deputy Minmedical education that Roger has now taken ister of Northern Development and Mines, up and that represents his area of expertise. Cam Clark from Thunder Bay was quietly Also, I worked very closely with John very helpful in this project. Whitfield who was my counterpart at Thunder Bay. And I know that two Chiefs of Staff at the J.A. We also have an outstanding CAO that hospitals, David Boyle from Sudbury Regional is Dorothy Wright who has come from the Hospital and Blair provincial government Schoales from Thunand has done an exder Bay were enorceptionally good job. ' ' One thing I learned mously helpful in I would also laud both from this process presidents of Laurenpushing this forward. Last but not least, tian and Lakehead is that working in there were some politiUniversities because, solitude will not cians who did this. You although it is a great have to give credit, feather in their cap end our isolation.'' whatever your political perhaps, it is a feather - Goyce Kakegamic stripe, to Mike Harris' that has taken a lot of government for taking adjustment and strain what at the time was a pretty bold step. His gov- to get in place. I would also mention someernment did that and it may have been an is- thing that we call the National Advisory Board sue close to Mike Harris' heart. His Minister of and that was headed by Dr. John Evans who Health at the time, Elizabeth Witmer, and her I mentioned earlier was the first Dean at Mcsuccessor, Tony Clement, took a step that not Master University and has a wide attachment many other jurisdictions have taken of creating to many health issues in Canada. Dr. Robert a new school in a rural environment. It took McMurtry, he was the immediate past Dean of some courage to do that. Medicine at Western and was in the DepartWe got an enormous amount of help from ment of Health or Ministry of Health in OttaArnie Aberman, we might think paradoxically, wa. Locally in Thunder Bay, Ken Boshcoff was since Arnie was the former Dean of Medicine the mayor of Thunder Bay and very vigorous at the University of Toronto, the biggest medi- in his support as was the entire Northwestern cal school in the country and the most urban Ontario Municipal Association. medical school in the country. Here he is, serving as a consultant dean in the period before G.T. A couple more people have come to mind. In the later iteration of the business plan, Jim Gordon, then mayor of Sudbury played an important role in chairing that committee. The mayors of Thunder Bay, Timmins, Sault Ste. Marie, Sudbury and North Bay got together and went down to meet with Elizabeth Witmer. The mayors played a pretty important political role in making sure that this happened. I think they deserve credit for that. I also would like to mention people who worked very closely with me at the university who did a huge amount of work on the proposal. I particularly want to acknowledge the work of Ann Pegoraro, who worked with me as a developer, who did terrific work in getting funding in and making sure that a lot of the proposal was kept together. Ann Moro and Diane Moncion worked out of my office. We had a great little team who put a lot of energy and a lot of heart and soul into it. A number of them are still with the school, but they did the leg work and I remember them with affection. M.l, I want to shift gears a little bit now and turn back to Goyce. Let's say 10 years from now, how do you think the Medical School will have changed your constituency? G.K. One thing I learned from this process was the comment working in solitude will not end our isolation. We missed a lot of opportunities until we came out as Aboriginal people with our rural neighbours. We were able to do great things that will benefit all our people and rural people. My approach to resolving issues always has been of one informed decision working in a cooperative partnership mode, not a competition. One thing I learned from this experience is we can go into other issues. One thing that all First Nations encounter is the sustainability of our communities' economic base. We have to get away from this economic dependency and handouts from the government. I have been trying to pass a resolution by the Chiefs' Assembly that we need to dialog or have some sort of protocol of First Nations and their municipality leadership. I think in order to do that we need the support of our partners. That is what excites me; I think that it is possible. It is not a political conflict, it is a conflict of two different cultures and certainly we are not immune in Canada. Look what is happening in Quebec and I hope that conflict stays in the political and legal arena. But you know, I think we are not immune to that in the North or Northwestern Ontario. We need to work together. It excites me what we did and that there are other challenges we can tackle here. A 2005 - 2006 • Inaugural 9 �Laurentian University Un iversitelaurentienne C omptant plus de 8 200 etudiantes et etudiants a temps plein et a temps partiel, l'Universite Laurentienne est un reflet du Canada. C'est l'une de deux seules universites bilingues du pays, qui compte aussi une importante population etudiante issue des Premieres nations, ainsi qu'un nombre croissant d'etudiantes et etudiants etrangers. La Laurentienne offre une experience educative personnalisee et marquee par le soutien. Elle tire aussi profit des elements uniques lies a son emplacement geographique, mise sur Jes aspects uniques de ses gens, et cette experience est manifeste dans son devouement envers l'apprentissage. Nos programmes (plus de 90 de premier cycle, 18 de maitrise et 4 de doctoral) et nos travaux de recherche refletent la diversite de notre population etudiante et de notre personnel enseignant. La Laurentienne offre diverses occasions uniques d'enrichissement personnel et professionnel et d'epanouissement communautaire par l'entremise de la decouverte et de la transmission du savoir. La mise sur pied de la premiere ecole de medecine depuis 30 ans au Canada, fruit d'un partenariat unique entre la Laurentienne et l'Universite Lakehead, est un bel exemple de notre engagement al'egard des questions relatives ala same en region nordique et rurale et de notre volonte acollaborer avec nos partenaires devoues. A l'Universite Laurentienne, on bouge. L'augmentation du nombre de nos programmes, de nos inscriptions et de nos activites de recherche, de la construction sur le campus, de nos partenariats et des dons temoigne de nos progres importants et continus. A Apprendre, naturellement. Learning. It's in our Nature. ith more than 8,200 full-time and part-time students, Laurentian University is a mirror of Canada itself. Laurentian is only one of two bilingual universities in the country, with a significant First Nations student population and a growing number of international students. At Laurentian, we offer an educational experience that is personalized and supportive. It also capitalizes on the unique aspects of our geography, our people and is reflected in our dedication to learning. Our programs (more than 90 undergraduate, 18 master's and four doctoral) nd research reflect the diversity of our students and faculty. Laurentian also offers a variety of unique opportunities for enriching personal, professional and community growth through the discovery and transmission of knowledge. Developing Canada's first new Medical School in more than 30 years, in a unique partnership with Lakehead University, is a solid example of our dedication to northern and rural health issues and of our willingness to work collaboratively with dedicated partners. Laurentian University is on the move. Our growth in programs, enrolment, research activity, on-campus construction, partnerships and donations attest to our continuing and significant progress. A W 10 Inaugural• 2005 - 2006 www.normed.ca -- -- Ranked Canada's - - - -- ongratulations to all those who have contributed their expertise, time, effort, money, support, and influence to the establishment of the Northern Ontario School of Medicine. This is an historic moment in the annals of Northern Ontario, and a truly remarkable feat that honours the commitment and perseverance of the people of this region. Lakehead University is proud to be home to the west campus of the Northern Ontario School of Medicine. There will be 24 students of the School on Lakehead's campus starting in August 2005. During their time here, these students will be a part of Lakehead University's vibrant campus. Lakehead is one of Canada's more exciting comprehensive universities with enrollments of under 10,000. It has been ranked by Maclean's as Canada's #l in Value-Added for three years. Known for its strong leadership and commitment to students' needs, Lakehead has earned a reputation for innovative programs and enriched learning opportunities. C Unique Student Experience With a campus backyard that includes the Canadian Shield and the world's largest freshwater lake, many programs in Environmental Studies, Anthropology, Biology, Forestry, Geography, Geology, Kinesiology, and Outdoor Recreation, Parks & Tourism utilize this natural laboratory. Northern socio-economic problems are addressed in Lakehead's Gerontology, Sociology, Business Administration, Social Work, Nursing, Psychology, Indigenous Learning, and Teacher Education programs. # 1 Value-Added Universi!l The Thunderwolves hockey team plays regularly in front of thousands of fans at the Fort William Gardens, while other varsity programs compete at the CJ. Sanders "Thunderdome" on campus. In early 2005, the Hangar, a new $6-million athletics facility, was opened. Economic Impact on Northwestern Ontario In 2003-2004, Lakehead had an economic impact of $215.1 million on the City of Thunder Bay. With 1,600 employees, Lakehead University is one of the largest employers in the region. It makes a significant contribution to the region in the form of technology transfer through its many research centres. Lakehead researchers working in collabora- tion with the staff, faculty, and students of the Northern Ontario School of Medicine will create further opportunities for economic, social, and cultural growth. Meeting the Needs of Aboriginal Students Northern and Native issues are on the research agenda of many professors at Lakehead, and these issues form the nucleus of some undergraduate and graduate programs. Lakehead offers specific academic programs designed to meet the needs of Aboriginal learners. Aboriginal Cultural and Support Services help to ensure that students learn within a culturally sensitive and welcoming climate on campus. A LAKEHEAD UNIVERSITY· 955 Oliver Road A Thunder Bay, ON P7B 5E1 Tel: (807) 766 7300 A www.lakeheadu.ca �Ontario Premier of Ontario- Premier ministre de !'Ontario T he people of Northern Ontario So far NOSM has acquired $6 milare not the only ones who stand lion from the federal government to to be healthier once the North- help build the School's research caern Ontario School of Medi- pacity. This money has gone into the cine (NOSM) gets down to work. The purchase of specialized equipment for North's economy will receive a healthy both sites, an investment that will aldose of economic stimulus as well, low NOSM researchers to engage in through the design, construction, and specialized work, and to attract even ongoing operation of Canada's newest more research dollars to the North. medical school. Dr. Greg Ross, NOSM's Associate The School has received a total of Dean, Research, would be very pleased $95.3 million in start-up funding from to attract $4 million in research grants the provincial government. About between the two campuses. "That's am$32.9 million went toward the con- bitious, but I think we can get there." struction of the campuses in Thunder Some of the work to be performed at Bay and Sudbury, creating dozens of NOSM could have significant economic jobs in both cities for the duration of impact if it can be commercialized, acthe project, according to NOSM CAO cording to Dr. Ross. Bio-prospecting, or Dorothy Wright. That left $62.4 mil- the search for new therapeutic agents, lion for start-up operational expenses. for example, holds significant promise. "When we finish our start-up monDr. Ross plans to use technology to ey, we will have ongoing funding of screen and cross-reference vast librararound $21 million per year, in addi- ies of compounds, literally hundreds of tion to what funds may be coming in thousands of them, in the search for new from research and from other specific medicines for maladies such as hyperteninitiatives," Wright explains. sion, or cancer treatment. As of Aug. 1, the School had around "It's modern drug discovery," he says. 100 academic and administrative full- "It's what pharmaceutical companies time staff. When the School is going have been doing. It (the libraries that full-bore it will employ in the neighbour- researchers create) could be a great hood of 500 to 600 people. But as Wright spin-off from an economic development points out, the economic benefits to the point-of-view." North do not stop there. Research, and Gary Polano, NOSM's Project Managresearch money, is a significant part of a er, Research and Innovation, was the genmedical school. "Its economic impact is eral manager of the committee that wrote not to be underestimated." the original business plan for NOSM. On behalf of the Government of Ontario, I am delighted to congratulate the students, faculty, staff, volunteers and Board of Directors on the opening of the new Northern Ontario School of Medicine (NOSM). Our government recognizes that health care professionals do tremendous work every day and are essential to maintaining a healthy and strong society. Their dedication to the well-being of others is second to none - and making sure they have the most current and comprehensive education and training is a priority for our government. The opening of NOSM - ajoint initiative between Lakehead and Laurentian Universities - is a huge step in building a stronger health care system in Northern Ontario. By investing in the education and training of the next generation of doctors, we are increasing access to care, shortening wait times and helping prevent illness by promoting healthy living. I am confident that NOSM will distinguish itself as a leading faculty of medicine and will become a cornerstone of community health care for the North. Our government is proud to have been a partner in this important project. We are helping to ensure that Ontario families have access to a doctor of their own, when they need one, close to home. We recognize that, in the vast North, this is especially crucial. NOSM will mean more doctors and better access to health care for people across the province and, especially, in Northern Ontario. To the students, faculty, staff, volunteers and Board of Directors of the Northern Ontario School of Medicine: please accept my sincere best wishes for much success in your inaugural year - and in the years to come. ~u~ Premier 12 Inaugural • 2005 - 2006 www.normed.ca From that came a project aimed at exploring the potential for growth in the health research sector in Northern Ontario in terms of economic development. A year ago, former Sudbury mayor and current NOSM board member Jim Gordon took the reins of a sub-committee charged with exploring the job creation potential of these research and innovation activities. A final report is expected near the end of September. It will offer recommendations on how to build on the existing health research sector in smaller communities and larger centres across Northern Ontario. The sector is ripe for the picking, according to Polano. "It is growing across Canada and the federal government is going to invest in that sector. We want to take advantage of that." The School is a greatjumping off point for such initiatives and activities, he says. He adds that though he can't divulge the contents of the report, he can say it contains good forecasts and solid models in terms of the impact of the School. The School has generated an incredible sense of optimism, according to Dr. Fred Gilbert, President of Lakehead University. "It's not just about health care in the long term, it's about a linkage with economic development." As Dr. Gilbert concludes, the wonderful thing about NOSM is that it will to pay dividends for decades to come. It truly is an investment in the North's future. A �T esting the breath for pre-disposition to cancer, eliminating cancer cells at the molecu lar level, removing resistance to drug treatments and guided tours inside the brain; these are just some of the cutting edge projects being undertaken by researchers at the Northern Ontario School of Medicine. Scientists from all over the world have made their way to NOSM, and it is fully expected that their efforts will soon establish Northern Ontario as a centre ofworld-dass medical research. Canada's newest Medical School intends to instill an atmosphere of support and respect for research activities, and to support these efforts with the latest in technology. NOSM researchers are already utilizing the breathtaking benefits of the Virtual Reality Laboratory (VRL) at MIRARCO. Located in the Willet Green Miller Building at Laurentian University in Sudbury, the VRL has a 22-foot wide, 12-foot high concave screen providing 3-dimensional stereographic imaging linked to a data sensing, monitoring, database storage and processing facility. Previously utilized solely by the mining industry for engineering purposes, medical researchers at NOSM have recently discovered another use for this $1 million data visualization facility. Dr. Gregory Ross, Associate Dean of Research at NOSM, explains how medicine and mining are able to share technologies. "Min ers use virtual reality to look at a mine shaft in 3-dimension. Medical researchers can use this technology to look at blood vessels in a brain in order to conduct stroke research. This is spacial data . Researchers use their own software for their specific applications. Mining and medi cine can share the hardware at MIRARCO." Campuses at Laurentian University in Sudbury and Lakehead University in Thunder Bay also offer NOSM researchers valuable data analysis resources through access to the "super computers" at the two universities. Help has Arrived There is a palpable level of excitement among NOSM researchers. These fifty highly respected faculty researchers come from all over the United States and Europe. Many of the Medical School's researchers are repatriated Northerners who are thrilled that NOSM has provided this opportunity for them to pursue their ca reers in Northern Ontario. Dr. Tom Kovala, Associate Professor of Bio chemistry at the school's East Campus, spent nine years in the United States after completing his schooling in southern Ontario. His enthusiasm at being back in the North is evident. "There is a lot of research going on here, and it is great to be able to get involved in that. I grew up here. I have family here. I love the area. It's not very often you have the opportunity of being in on the ground floor at the beginning of a new school. In most institutions you are filling in a slot. Here you can really feel like you are doing something to make a direct contribution to the North." �to health care. It frequently triggers an Every medical school values research, how- increase in depression symptoms while ever the decision to integrate research into affecting self-esteem and quality of life. Dr. Michel Bedard is Associate Professor its curriculum is one of many reasons the Northern Ontario School of Medicine is in the Human Sciences Division at NOSM's West unique. In choosing to deliver a four year, Campus. He is also Canada Research Chair in eight month program rather than the alter- Aging and Health at Lakehead University. Dr. native three year, twelve month course of Bedard's research into driving cessation is spestudy, NOSM will also provide students with cifically designed to help understand the cognithe option to work in research laboratories tive mechanisms that support safe driving and in the summer. to look at potential interventions to minimize Research is woven into the very fabric of these issues. Dr. Bedard emphasizes the importhe institution; it can be found in the School's tance of the research being done here. "In some vision and mission statement and in its guid- types of research it doesn't matter where it's being principles. Dr. Roger Strasser, Found- ing done, but many issues in the North are quite ing Dean of NOSM, explains: "The pri- different. For rural residents, loss of driving camary reason for having the school is to help pacity often necessitates an unwanted move to a improve the health of people in Northern larger urban centre. By doing the research here Ontario. The way to do that is to look at the we make it relevant to issues of the North." factors for improving their health. The way In some instances, conducting research to do that is through research - quality re- in a Northern setting greatly assists the posearch that addresses questions regarding tential volume of data collection. Such is the health of people in Northern Ontario. the case for Dr. Gregory Ross. His work as This is why we're here." a physiologist in the area of neurodegeneraDr. Gregory Ross agrees. "Research is tive disease has led him to research aimed at one of the more exciting aspects of all of our identifying environmental factors that may jobs. We will be encouraging and fostering contribute to Parkinson's, Alzheimer's and an attitude of inquiry that involves research. ALS disease. The NOSM Associate Dean Our medical educators will always be asking for Research is exploring the link between the question, 'Is there a better way that I can metal ions in water and the formation of sedo this?' Don't just assume. Get evidence nile plaques, which are found in the brains of to support your theory/ belief. This way of Alzheimer's patients. He samples fish from a thinking will foster a research attitude. This substantial number of Sudbury area lakes to is an attitude we will encourage." study the pathology of their brains. Thanks to the wealth of historical data that has been Focused on the North Researchers at NOSM are focused on collected in Greater Sudbury because of the asking questions that directly affect North- mining and smelting activity in the area, Dr. erners. In rural communities the effect Gregory Ross can frequently determine what health has on lifestyle is obvious when a metal ions (copper, zinc or aluminium) each Northern senior can no longer drive safely. fish has been exposed to over its lifespan. Driving cessation affects mobility and access Many of these fish are 20 years old. By cor- Attitude of Inquiry relating this data with information collected regarding senile plaques, he can in effect conduct a 20 year study. This would be impossible to do elsewhere. In Thunder Bay, Dr. Brian Ross, Associate Professor of Pharmacology in the Medical Sciences Division of NOSM, is turning the simple act of exhaling into a fascinating study with potential implications for cancer patients. This interest in breath research stems from the many benefits of breath analysis in screening for diseases. Breath analysis can detect high ketone levels in an undiagnosed diabetic, and high isoprene levels in a patient whose liver is producing too much cholesterol. Breath research has major implications for patients with undiagnosed lung cancer, as Dr. Brian Ross explains. "One thing definitely in your breath is all the chemicals from your lungs. What we have noticed over the years is that lung cancer tumours in cell cultures in the lab give off odd gases that can be detected. You don't generally see cells giving off these gases." West Campus will soon have a highly advanced machine called Selected Ion Flow Tube Mass Spectrometry (SIFT-MS). This machine detects gases at the low levels necessary for study. It will do this in approximately one minute as opposed to the 45 minutes the previous technology needed to analyse one breath sample. .. According to Dr. Brian Ross, "SIFT-MS is holding out the promise that this will become a much more utilitarian technique. I will study samples taken from patients with diagnosed lung cancer in various stages (before and after their treatments) to see what chemicals are at higher levels. These can be used as a marker. The machine data will be computer analysed to scan for new markers we can detect and look ecule, it must be held in place through electrostatic interactions and hydrogen bond. By using the virtual reality visualization facilities (VRL) at MIRARCO, we can see how well the key fits and holds." In order to fully implement all potential resources, the Northern Ontario School of Medicine has also formed strategic collaborations involving several local health and educational institutions including the Sudbury Regional Hospital (HRSRH) and the Northeastern Ontario Regional Cancer Centre (NEORCC). This seamless collaboration has resulted in the creation of joint appointments for a number of their valued medical researchers including Dr. Amadeo Parissenti. At the NEORCC, he is Chair in Canfor in at-risk patients. The ultimate goal is to cer Research for the Regional Cancer Program of the Sudbury Regional Hospital. At NOSM's stop people from dying oflung cancer." East Campus he is a Professor in the Medical Sciences Division and Co-ordinator of the BaWorking together Works At NOSM's East Campus, Dr. Tom Kovala, sic Sciences curriculum. Dr. Parissenti's research work includes Associate Professor of Biochemistry, is undertaking cell biology studies involving the the study of drug resistance in cancer cells MAP Kinase Cascade (the signal pathway a and the study of Protein Kinase C in cancer healthy cell must follow in order to develop induction. Research to identify agents able normally). MAP Kinase is a regulator of cell to circumvent drug resistance received approliferation and growth that is found within proximately $450,000 in funding from the all healthy cells. When MAP Kinase is turned Ontario Cancer Research Network. His ef"on" all the time, in the case of cancer, the forts in understanding how cancer is initiated normal response of apoptosis (programmed through the activation of certain members of cell death) is not working. The unhealthy the Protein Kinase C family have received two grants of approximately $250,000 from cancer cells are left to multiply unchecked. Dr. Kovola is concentrating on Extra Cel- the Canadian Institute of Health Research. lular Signaling Regulated Kinase (ERK) inThinking Ahead hibitors that will turn "off" the MAP Kinase. Collaboration is one thing, duplication "We are looking at a small molecular compound (a drug) that specifically inhibits MAP is another. As Dr. Gregory Ross points out, Kinase in breast cancer cells. If we can block "There is also an enormous amount of high that pathway, the cells from our preliminary technology that goes into research testing. research indicate that they are sensitized to We, as a medical school are a kilometre down apoptosis. It's a long road before this can be the street from the cancer centre. It would be used to treat patients but it's got a lot of po- foolish for both institutions to make a major purchase without discussion. Before we invest tential application." in any piece of equipment, we seriously look In conjunction with this work, Dr. Greg at whether or not we need to own it or if we Ross and Dr. Gerardo Ulibarri, Assistant can share it. We are in constant communicaProfessor in Medicinal Chemistry at the De- tion with the NEORCC." There is truth in the statement that partment of Chemistry and Biochemistry at Laurentian University, are working to test po- "institutions don't do research, researchers tential drugs for selectivity (to eliminate side do research." Through its focus on research, effects) and potency (the strength of interac- and its relentless search for the best researchers in the field, the Northern Ontario School tion with the molecule's protein). A drug must fit into an "active site" through of Medicine provides the infrastructure molecular interaction in order to trigger the to allow Northern Ontario to expand its repnecessary effect. As Dr. Ulibarri explains, "I utation for doing world-class research. These make the drugs and Dr. Gregory Ross tests are exciting times for medical education them. It's like fitting a key in a lock. If the in Northern Ontario, and it is all strictly drug is introduced and absorbed by the mo!- non-fiction. ~ .. �The Commissioner of Official Languages Commissioner of Official Languages I would like to offer my most sincere congratulations to the number of people who helped bring about this important moment in the history of Northern Ontario. Because it was conceived by people from the region, the new Medical School takes into account regional realities. It makes full use of innovative information technologies to support a network of contributors spread out across the vast territory of Northern Ontario. This school belongs to everyone who lives in the North, whether they live in urban, rural or remote areas, and whether they are Anglophone, Francophone or Aboriginal. In this spirit, as Commissioner of Official Languages, I am particularly pleased about the measures that were taken to support future health care professionals who wish to practise in the two official languages, and about the fact that the distinctive characteristics of the Franco-Ontarian community were taken into consideration from both the education and research standpoints. I have no doubt that the Northern Ontario School of Medicine will prove to be an invaluable contribution to the development of the region. Reducing the shortage of health care professionals, developing methods of health care delivery that are adapted to the realities of Northern Ontario, and helping to diversify the economy of the region are all challenges that you will be quite capable of meeting. Who knows, perhaps today you are laying the foundations of an institution that will become an inspiring example for other regions grappling with similar issues. • CANADA PRIME: MINISTER· F>REMIER MINISTRE I am delighted to extend my heartfelt greetings and congratulations to the faculty, students and staff of the Northern Ontario School of Medicine at the beginning of this inaugural year for your establishment. The opening of Canada's newest Medical School is the end result of a vision by a group of highly dedicated people from across Northern Ontario who were committed to a unique pan-Northern approach to the teaching and training of our future medical experts. As an excellent mosaic of the many features that define Northern Ontario, your school represents the remarkable diversity of culture in this great land - a cornerstone of our nation's success and prosperity. Moreover, as an outstanding international centre for excellence, the noble work carried out by this School will help improve the quality of life of our entire nation by putting health care on a truly sustainable footing. J'aimerais offrir mes plus sinceres felicitations au grand nombre de personnes devouees qui ont contribue ala realisation de ce grand moment dans l'histoire du Nord de !'Ontario. Paree qu'elle a ete conc;ue par des gens de la region, la nouvelle ecole de medecine prend bien compte des realites regionales. Elle fait pleinement usage de technologies de !'information innovatrices pour soutenir un reseau de collaborateurs s'etendant sur !'ensemble du vaste territoire nord-ontarien. Cette ecole est celle de tous ceux et celles qui habitent le Nord, qu'ils habitent en ville, en milieu rural ou en en region eloignee, qu'ils soient anglophones, francophones ou autochtones. Dans cet esprit, et atitre de commissaire aux langues officielles, je me rejouis particulierement des mesures qui ont ete prises pour appuyer les futurs professionnels de la sante qui desirent pratiquer dans les deux langues officielles et du fait que l'on prenne en consideration les caracteristiques particulieres de la communaute franco-ontarienne, tant du cote de l'enseignement que celui de la recherche. Je n'ai aucun doute que l'l:cole de medecine du Nord de !'Ontario saura apporter une contribution inestimable au developpement de la region. Reduire la penurie de professionnels de la sante, developper des modes de prestation des soins de sante adaptes aux realites du Nord de !'Ontario et aider diversifier l'economie regionale sont tous des defis que vous saurez relever. Qui sait, peut-etre jetez-vous aujourd'hui les bases d'une institution qui deviendra un exemple inspirant pour d'autres regions aux prises avec des defis semblables. Indeed, I am certain that the academic experience gained from this establishment will provide our future medical experts with the tools and knowledge necessary to make confident decisions and to meet future challenges with great competence and enthusiasm. I join with all those present in wishing the faculty, students and staff all the best in this inaugural year. Please accept my warmest regards and best wishes for a most memorable celebration. a Paul Martin Prime Minister 18 Inaugural • 2005 - 2006 • Commissaire aux langues officielles Dyane Adam Commissioner of Official Languages/ Commissaire aux langues officielles www.normed.ca �NOSM • urr1cu u W Bylaura E. Young 3 ' ' It takes a village to train a doctor.'' Q) ....c:: Q. 0 0) - Dr. Dan Hunt 0 0 ....c:: a... cJ >- 0 c:Cl cJ Q) <( 20 Inaugural • 2005 - 2006 www.normed.ca hen Kirkland Lake's Dr. Richard Denton talks about helping the Northern Ontario School of Medicine write ground-breaking curriculum that will create a new breed of innovative, self. reliant medical generalists, you get the sense he knows what he is talking about. Denton has experience in anesthetics, obstetrics, trauma, and intensive care, as well as family medicine; has run two nursing homes; has served as coroner of Kirkland Lake; has spent six years on city council; and has served a term as mayor (from 1997 to 2000). He has spoken out on issues such as the now-scrapped scheme to ship Toronto's garbage to Kirkland Lake's abandoned Adams Mine site, and he has served on numerous boards and committees at the provincial and national levels. Dr. Denton's latest challenge: serving as Chair of the Northern and Rural Health Team Committee at NOSM, a position intended to ensure that the School's curriculum is unique and meets the health care demands of Northern and rural Canada. The Kirkland Lake physician has come full circle from the day when, as a graduate of McMaster University's School of Medicine, he opted to work in an underserviced area. "I felt I didn't need to go off to Africa to do that." And now, Denton is hoping to create a new breed of generalists: physicians who can handle a variety of health concerns in the culture and context of Northern Canada, doctors who can do anything from removing a gall bladder, to setting bones, to performing a C-section, and practising internal medicine. As well, they will advocate for their community on larger questions of public health and preventative medicine, while at the same time working effectively on health care teams with midwives, nurse practitioners, social workers, and other health care providers. His own political activism notwithstanding, Dr. Denton insists the medical profession is not returning to the days when a small-town doctor did everything in his or her community. "The government, with family health networks and teams, is completely changing the image of the small town family doctor. The type of family doctor who did everything is definitely changing. What the doctors of the future will need to know will be where to find the knowledge, sift through it and to whom to refer their patients." And the pedagogical foundation for imparting those skill sets is being laid this fall when NOSM's Charter Class begins its medical education. T On the one hand, NOSM, like the other 16 medical schools in Canada, will graduate skilled physicians ready to pursue residency and to practise anywhere in Canada or the world, says Dr. Roger Strasser, Founding Dean of the 2005 - 2006 • Inaugural 21 �Northern Ontario School of Medicine. The Un- a community placement dergraduate Medical Education program meets for a month long imall North American standards for accreditation. mersion in Northern Although the focus of the curriculum is on pri- Aboriginal communities. mary care or generalist practice, NOSM's gradu- ''As far as I'm aware, that ates will have the opportunity to choose whatever (placement) doesn't hapspecialty they desire. "We're not just training pen anywhere else in the family doctors. That's an important distinction," world," notes Dr. Strasser. stresses Dr. Joel Lanphear, NOSM's Associate In second year, the Dean of Undergraduate Medical Education. students will be disOn the other hand, NOSM's curriculum is patched for clinical unique because it addresses specific Northern placements in rural needs, including the shortage of family physi- and remote towns. cians. From first year, students are immersed in "They're really getting the study of general practice in the hope that they into those communities will become family doctors who will choose to and health problems practise in the North. And while NOSM's curricu- and learning clinical !um is a river of five themes that courses through skills in community set- Vice Dean, Academic all four years, the Northern and Rural Health tings. It's really about NOSM theme is not found in any other Canadian medi- community based medical school curriculum, according to Dr. Strasser. cal education where the students don't just Northern and Rural Health is part ofNOSM's so- learn but actually experience the diversity cial accountability mandate, adds Dr. Lanphear. of cultures and the different health services "It's to improve the quality oflife by improving the delivery models in Northern Ontario," says health of the people living in the North, particu- Dr. Strasser. larly Aboriginals and Francophones." In third year, the students will spend 30 The highly integrated curriculum is based on weeks "abroad in the North" performing a complex real life scenarios grounded in North- comprehensive community clerkship in one of em Ontario. "They are actually using real data 10 or so Northern communities. They will be from real Northern Ontario communities so it's based in family practice, learning surgery, injust like being a physician in one of those commu- ternal medicine, and obstetrics-gynecology, the nities. The students get to know the socio-demo- core clinical disciplines. graphics, the health profile, who the people are While this may sound like training in a more in the community," explains conventional medical school, Dr. Strasser. "in those programs, the tradiAs well, the cases are roottional ways are to do it in boxes ed in what Dr. Denton calls (rotations)," Dr. Strasser says. cultural competency. "We will "Ours is parallel community be placing students in the con-f clerkship where they're learntext of different cultures," with ing all the clinical disciplines an emphasis on First Nations in parallel based in family and Francophone communipractice and living in commuties. Traditionally, medicine nities long enough that they has looked at the patient as become part of the commuan individual. About a generanity. We hope they'll feel at tion ago, the context of the pahome enough in that commutient's family was added to the nity that they'll entertain the scenario. Now a patient's cul- --;,,..--::::....,,.;.=::;:;.......,,....,. idea of returning once they've ture and how that is defined I h finished their training." is factored into medicine, says Dr. Joe Lanp ear The vast majority of health Dr. Denton. "Therefore a docAssociate Dean, Undergraduate care happens outside major tor needs to be aware of [a Medical Education medicalcentresandawayfrom patient's] culture. What things are important to hospitals, emphasizes Dr. Lanphear. NOSM's them from a health point of view?" goal is to teach doctors to think outside the box: In order to start learning answers to those ques- to look at a medical case, and to diagnose and tions, Year l NOSM students will attend two clini- treat the patient using all their skill combined cal sessions per week interviewing and examining with available technology. Basically, the students standardized patients, individuals who are trained become highly skilled, self-reliant problem solvers - like actors - to simulate an illness. (See sidebar.) able to regard a patient in the context of his or At the end of Year l students will be assigned to her family, community and culture. 22 Inaugural • 2005 - 2006 Themes and Threads Dr. Richard Denton Chair, Northern and Rural Health, NOSM "They absolutely have to be able to listen because hearing is only part of listening. To do so they have to understand the community and culture they're in," Dr. Lanphear maintains. The traditional medical school model has been to learn in teaching hospitals or health centres "which actually have a very limited range of clinical problems that are seen." NOSM leans heavily on the Internet as a teaching tool. The curriculum will teach the students how to access knowledge, says Dr. Denton. "The whole curriculum is designed around the use of the Internet." "For us the technology is a bit like oxygen. It's all around you. You know you need it to sustain you but you're not really aware of it," adds Dr. Strasser. "The high level use of electronic communications will allow students to continue their case-based learning even when they're dispersed. "We're really providing a high quality medical education that is similar to any other medical school but is actually much more diverse. The students (are) learning in a different range of health service settings. It's not just acute hospitals, but also mental health services, long term care facilities, nursing stations out in the communities and so on." Rural practitioners provide a wider range of services and carry a higher level of clinical responsibility in relative professional isolation, Dr. Strasser notes. "That's true whether you're talking of family physicians or specialists in medicine, nurses, pharmacists or any kind of health professional, really. It's about the context, about the whole community." Most of what NOSM is doing is already going on in bits and pieces around the world. "But this particular packaging is the first time certainly in Canada," Dr. Strasser concludes. And it will place Northern Ontario in the forefront of the world in rural medical education. A Activities www.normed.ca To imagine something as complex as a medical school curriculum, best look down at the carpet on the floor. Dr. Joel Lanphear, Associate Dean, Undergraduate Medical Education, imagines the Northern Ontario School of Medicine curriculum as a tightly woven, multi-coloured rug. As the threads move in one direction, the themes move across the other way, securing a curriculum designed to hold fast the health care needs of Northern and rural Canadians. The five broad themes are like the warp of a carpet, he says, as they run through the four years of the curriculum. The five themes of the NOSM curriculum: Northern and Rural Health: part of the social accountability mandate and the raison d'etre for NOSM. This thread entails understanding life in Northern and rural Ontario and what made life, as Northerners know it today- particularly for First Nations and Francophones. Part of doing that involves placements, with three over two years. It's hoped students will become advocates for the needs of the North, Dr. Lamphear says: "Physicians need to take a leadership role for the way life is in a community. It's a huge job." Personal and Professional Aspects of Medical Practice: Basically, it's the ethics of medical practice in a diverse community. How do physicians communicate with their patients and what are the responsibilities? As well, they must learn to understand and appraise research, use technology and embrace the idea of being a lifelong learner, something that is a curriculum-wide notion, Dr. Lanphear says. Social and Population Health: The focus in this thread is research and how to analyse data. For example, is a project designed correctly? Are its findings consistent with the population? It's all about understanding how health is determined; how the North is similar to, yet different than, the rest of Ontario, when factoring in issues like alcoholism, substance abuse, cancer rates and environmental factors. Foundations of Medicine: "The good old basic medical science. The "ologies," explains Dr. Lanphear. The anatomy, pathology, biology of "classic medicine." While these sciences explain what is happening in the body, doctors need to understand how science explains what they are seeing. "You don't have to be a scientist first to be a doctor. You have to understand how the sciences you are learning relate to the patient you're taking care of." Clinical Skills In Health Care: Commu- nication 101. This critical component involves taking patient history, conducting physical exams and communicating with the person in the doctor's office. It's all about communicating in a patient-centred model of care. The threads are the woof of the NOSM curriculum fabric and cover a host of subjects ranging from Aboriginal Health to Workplace Safety Insurance Board issues and Patient Safety. Some highlights: Inter-professional Education and Work: Here students spend several sessions a week in health care settings visiting nurses, labs, and nurse practitioners. It's an opportunity to explore the community and see that medicine "is not just physicians. Health care is much broader than that," Dr. Lanphear notes. Health Effects of Social Problems: Students will learn about the health effects of various societal problems, such as diet, or a child born with an addiction. "There are lots more," Dr. Lanphear notes in closing. ''I'm contacted often by organizations that want an emphasis on what they do." A Remember the line in It's difficult for the students the old TV commercial because they know the perwhere the actor in a white son is in pain, that there lab coat looks earnestly into are other issues. It makes the camera and says, ''I'm it hard for them to take the not really a doctor, but I play time they need to learn." one on TV?" Canada's newInstead, the volunteer paest Medical School is using tients will come to NOSM's a variation on that theme as classrooms and help the a critical component of its medical students learn in a new curriculum. less intimidating environThe Standardized Patient ment where the students will and Volunteer Patient Profeel free to make mistakes gram is the best way to teach and take their time. The medicine and skills in clinical "patients" will then have the thinking, according to Dr. chance to constructively criJudy Baird, NOSM's Theme 5 , tique their "doctors." Course Chair (Clinical Skills -----D - r.....J_ u_d_y_B_a_i_r_d___ While there is a sense in Health Care). Theme 5 Course Choir of simulation, using stanThe program involves (Clinical Skills in Health Care) dardized patients does two types of "patients": acprevent gaps in learning, tors posing as patients who Baird says. In the past, a can often fool tutors; and people who actu- student doctor saw only what the preceptor ally have a disease. Dr. Baird appears to happened to see that day. This way all the wince as she recalls how medical students students will see all types of cases. of her generation learned to interview paWhat's more, the patient cases will tients. They went on clinical rounds with reflect the reality and medical problems their preceptor, speaking with whomever most common in Northern Ontario, such as the preceptor was visiting that day. That heart disease, diabetes, and obesity. "There learning process was far from ideal, and it will be (volunteer patients) with occupahasn't improved over time either. tional injuries; people with the same kind "Patients are sicker these days than when I of cultural influences as the people of trained. We are getting people out of hospital Northern Ontario." faster. We're not admitting people that aren't Another unique aspect of this program is as sick. They're managing at home. When you the sheer distance involved, with the classes go into the hospital, the acuteness of illness is distributed over campuses in Thunder Bay higher than it used to be." and Sudbury. "We have the extra challenge Patients who are even more ill are in a of making sure our students in Thunder Bay difficult position to help train medical stu- have the same experiences as our students in dents. There are more patient needs with Sudbury. I think the program is well designed fewer people around to help, she says. so that we can do that. With a little bit of "Patients don't want to be used in that way. travel for me," she laughs. A 2005 - 2006 • Inaugural 23 �The seed money for the School was the investment of $95.3 million from the Ontario Ministries of Training Colleges and Universities and Health and Long-term Care. Of that total, $62.4 million was designated as start-up funding to be disbursed over three years (2003-2005). The money was used to support the hiring of faculty and staff, build the medical library, develop curriculum and to build information technology and telecommunications infrastructure, upon which NOSM will rely so heavily. The balance of the funding, $32.9 million, was earmarked for capital spending supporting the construction of the new NOSM buildings in Sudbury and Thunder Bay. The Northern Ontario School of Medicine is a not-for-profit corporation with its own budget, administration, and Board of Directors. The Board has 35 directors from across Northern Ontario. The Board is in charge of overall governance and defines long-term policies. The Board of Directors reflects the geographic, cultural, linguistic and racial diversity of Northern Ontario. The Board includes appointees from, or by, Laurentian and Lakehead Universities, the City Councils of Thunder Bay and Greater Sudbury, the Ontario Minister of Training, Colleges and Universities, the Northwestern Ontario Municipal Association, the Federation of Northern Ontario Municipalities, the Nishnawbe Aski Nation, Grand Council Treaty 3 and the Union of Ontario Indians. Five seats on the Board have been designated for individuals of Aboriginal descent and three seats have been reserved for Franco-Ontarians. Two medical students, two post-graduate medical students and two faculty members will also serve on the Board. Dr. Fred Gilbert, President of Lakehead University, is the first Chair of the Board, and Dr. Judith Woodsworth, President of Laurentian University, is the first Vice-Chair. The positions will be exchanged at the end of three years and will continue to rotate in perpetuity. Links to the Aboriginal community are key to NOSM. An Aboriginal Reference Group was established in 2005 as a primary resource for the School in order to fulfill its mandate in Aboriginal initiatives, including research, administration and education. Represented on the Aboriginal Reference Group are: the Nishnawbe Aski Nation, the Union of Ontario Indians, Grand Council Treaty 3, Ontario Metis Aboriginal Association, Ontario Federation of Indian Friendship Centres, Ontario Native Women's Association, Independent First Nations, Metis First Nations of Ontario, and an Aboriginal student from each of the two campuses, and an Aboriginal youth delegate. FedNor, the federal government's economic development initiative for Northern Ontario, announced a $6-million grant to NOSM in March 2005. The funds cover construction costs for labs at Lakehead and Laurentian Universities, and support for the state- of- the- art technical systems used to keep NOSM connected with the rest of Northern Ontario. In addition, FedNor has funded several smaller projects: $340,000 to support the joint project team that developed the strategic plan for NOSM; $150,000 for the curriculum development workshop, held in Sault Ste. Marie in January, 2003; and $85,000 for a health research and innovation study. The Northern Ontario School of Medicine (NOSM) owes a great deal to The Northwestern Ontario Medical Program (NOMP) and the Northeastern Ontario Medical Education Corporation (NOMEC). NOMP, affiliated with the MacMaster University School of Medicine, and NOMEC, an extension of the University of Ottawa Faculty of Medicine, are operated from the campuses of Lakehead and Laurentian Universities, respectively. These well-established residency programs have developed preceptor networks of practising clinicians across Northern Ontario. These physicians will bring invaluable pedagogical and practical experience to NOSM and its students. The NOMP and NOMEC residency programs will eventually become integral parts of NOSM. The Medical School's academic affairs are governed by an Academic Council which answers to the Senates of the partner universities. The Francophone Reference Group: The Francophone population of Northern Ontario plays a key role at the School. NOSM has encouraged Franco-Ontarian admissions and is working with the French-language medical schools at the Universities of Ottawa and Sherbrooke in Quebec. Franco-Ontarians have three seats on the NOSM Board. NORTH Network is a dynamic telemedicine provider that uses two-way video technology to provide clinical consultations and educational offerings to health care professionals across Northern Ontario. One of the world's leading telemedicine networks, NORTH will play a vital role in delivering NOSM's curriculum to rural and remote sites across the North. Board Members Northern Ontario School of Medicine The Ontario government's Northern Ontario Heritage Fund Corporation has offered to match donations to the Northern Ontario School of Medicine Bursary Fund up to a total of $5 million. As well, the fund paid for a $375,000 study on health resources infrastructure. NOSM's Executive Group, which includes the Founding Dean, two Vice Deans and the Chief Administrative Officer manages NOSM's day-to-day affairs. The Founding Dean reports directly to the Board and is responsible for all aspects of the School's direction except for those assigned to the Board itself. Seated (L to R): Debbie Lipscombe, Leona Nohwegohbow, Roger Strasser, Judith Woodsworth, Fred Gilbert, Maureen Lacroix, Sheila Hardy. Standing (L to R): Mariette Carrier-Fraser, Donald V.Genier, Helen Cromorty, Ion Young, Geraldine Govender, Hermann Falter, Soroh Willio~s, .Jomes Gordon, Adorn Spencer,. Brion Wolmork, Peter Hutten-Czapski, John Augustine, Carl White, John Whitfield, Liliane Beauchamp, Gerry Lougheed Jr., Seppa Paivalainen, Jeon Anowat1, B111 McMullen, Dermot Mcloughlin, Ron Chrysler, Neil Mcleod, Goyce Kakegamic Missing: Richard Adams, Elizabeth Dougall, Kenji Miyata, Ron Nelson, Lynn Peterson • Inaugural • 2005 - 2006 www.normed.ca 2005 2006 • Inaugural �M edical students face many challenges on the path to becoming full physicians. There are the academic pressures, the clinical and research work, and the constant need to remain balanced and focused on the tasks at hand. Unfortunately another one of the very real challenges all students face is the financial one. Medical education is expensive, and financial stresses can add to the already heavy load carried by NOSM students. The Northern Ontario School of Medicine Bursary Fund is an essential service to help NOSM's students alleviate some of these stresses. The Bursary Fund Campaign is being led by two eminent Northern Ontarians: Greg Pilot in the Northwest and Gerry Lougheed Jr. in the Northeast. Both say the response from Northerners has been excellent. "The campaign is going really well," said Pilot. "The support and enthusiasm for NOSM is simply tremendous, and we are really starting to see people come on board with pledges, donations and long-term commitments to the fund. It's a thrill to see this level of enthusiasm from these donors." Lougheed echoed these remarks. "I have never seen such an overwhelming response to a fundraising effort. We are more than 112 way to our goal and I have yet to have anyone say 'no' when asked to donate." The goal for the Bursary Fund Campaign is $5 million from the private sector, a level both Pilot and Lougheed expect to meet and even exceed. The Ontario government has committed to match each dollar raised, up to a total of $5 million, thereby doubling the impact of each donation. "We have a lot of talented Northern students who will end up moving south to attend some of the other medical schools if we can't find ways to support them here," said Pilot. "A medical education could cost students up to $100,000 or more. A strong bursary fund is our way of helping Northern medical students stay in the North." In fact, Lougheed, who also sits on the NOSM Board of Directors, said the School has gone even further. "The Board has made it a policy that finances will not be a barrier for any qualified student," he explained. "We want to ensure every student accepted into NOSM will get the financial support they need. A stong endowment fund will do just that." 26 Inaugural • 2005 - 2006 The Northern Ontario School of Medicine Bursary Fund is a collaborative effort between Lakehead and Laurentian Universities, the School of Medicine, and donors. Donations to NOSM medical student bursaries are received by Lakehead and Laurentian Universities to benefit students of the School of Medicine. There are a number of different types of donor-funded awards. These include: Non-Endowed Bursary The creation of a non-endowed bursary requires a yearly minimum donation of $500 for four years. The award value may be increased at any time during the funding period. Non-endowed bursaries are totally distributed and do not live on in perpetuity. General Bursary Fund Contributions of any size are graciously welcomed and will be combined to create a general endowment account. This fund is designated for medical students in the most pressing financial need. Endowed Bursary Endowed bursaries are established with a minimum investment of $10,000. A donor may choose to pledge the $10,000 required for endowment over five years until the total is reached. Endowed bursaries are awarded one year after the minimum contribution is reached, as interest earned on the capital will be used to pay out the annual award in perpetuity. _.. P eople are encouraged to visit the Northern Ontario School of Medicine website at www.normed.ca. Go to the "Support Us" section for more information, or contact the Development Offices at: Office of Development Lakehead University (807)343-8300 email: development@lakeheadu.ca icine m rs, cu ty, sta , supdents on the opening of Ontario School of M}. Northern Ontario Business is proud to be a part of this historical inaugural year,..celeoration,· as project managers of the Grand Opening events in Sudbury and Thunder Bay, and publishers of this commemorative souvenir magazine. Thank you to the many exceptional people who shared their talents and experiences, including: Oryst Sawchuck for the artwork of the east and west campuses, members of the NOSM Events Planning Group, and Lakeside Communications for coordinating the magazine's editorial and photographic contents. Biiiiiiiss Office of Development Laurentian University (705) 675-1151 ext. 3443 email: development@laurentian.ca ESTABLISHED www.normed.ca 1980 �West Campus 955 Oliver Road A Thun East Campus Laurentian University 935 Ramsey Lake Road T Sudbury, ON P3E 2C6 T Tel: (705) 675 4883 Fax: (705) 675 4858 Northern Ontario School of Medicine � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Lakehead University Collection Description An account of the resource Photographs from Lakehead University's history: people, events, and campus. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Northern Ontario School of Medicine: Inaugural Subject The topic of the resource Universities Description An account of the resource Publication celebrating the inaugural year of the Northern Ontario School of Medicine (NOSM), 2005-2006. Creator An entity primarily responsible for making the resource Northern Ontario School of Medicine Date A point or period of time associated with an event in the lifecycle of the resource 2005 Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text