401 10 13343 https://digitalcollections.lakeheadu.ca/files/original/97f22d0f2046989d99f1b1742a51c747.jpg a5f25c5bdf0ceb6a93d7ec47263db7a5 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 Ken Armson fonds Subject The topic of the resource Forestry Description An account of the resource A collection of thousands of photographic slides depicting Ken Armson's work in the field of forestry, 1952-1995. Creator An entity primarily responsible for making the resource Ken Armson Date A point or period of time associated with an event in the lifecycle of the resource 1952-1995 Rights Information about rights held in and over the resource These images have been digitized and shared on this site with permission. Most are still under copyright. 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 Eroded soil - Caledon, Ontario Subject The topic of the resource Forest Products Industry Description An account of the resource Eroded soil - Caledon, Ontario Creator An entity primarily responsible for making the resource Ken Armson Format The file format, physical medium, or dimensions of the resource JPG Type The nature or genre of the resource Still image Identifier An unambiguous reference to the resource within a given context Armson-Erosion-06a 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 - Caledon https://digitalcollections.lakeheadu.ca/files/original/47b216401118f6fd817aa95e702fe2e3.jpg 7a1352c01d9d6769bae714240e33aaf6 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 Ken Armson fonds Subject The topic of the resource Forestry Description An account of the resource A collection of thousands of photographic slides depicting Ken Armson's work in the field of forestry, 1952-1995. Creator An entity primarily responsible for making the resource Ken Armson Date A point or period of time associated with an event in the lifecycle of the resource 1952-1995 Rights Information about rights held in and over the resource These images have been digitized and shared on this site with permission. Most are still under copyright. 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 Depot Harbour, Parry Island, Georgian Bay - shallow soil Subject The topic of the resource Forest Products Industry Description An account of the resource Depot Harbour, Parry Island, Georgian Bay - shallow soil. Creator An entity primarily responsible for making the resource Ken Armson Format The file format, physical medium, or dimensions of the resource JPG Type The nature or genre of the resource Still image Identifier An unambiguous reference to the resource within a given context Armson-Erosion-05 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 - Parry Island https://digitalcollections.lakeheadu.ca/files/original/73a817fc8e0d1f99b2abb48608a6b265.jpg 018254825cf89c8b3ccb4176cd430f62 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 Ken Armson fonds Subject The topic of the resource Forestry Description An account of the resource A collection of thousands of photographic slides depicting Ken Armson's work in the field of forestry, 1952-1995. Creator An entity primarily responsible for making the resource Ken Armson Date A point or period of time associated with an event in the lifecycle of the resource 1952-1995 Rights Information about rights held in and over the resource These images have been digitized and shared on this site with permission. Most are still under copyright. 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 Soil erosion from overgrazing Subject The topic of the resource Forest Products Industry Agriculture Description An account of the resource Soil erosion from overgrazing? - East Kootenay. Creator An entity primarily responsible for making the resource Ken Armson Date A point or period of time associated with an event in the lifecycle of the resource 1958 Format The file format, physical medium, or dimensions of the resource JPG Type The nature or genre of the resource Still image Identifier An unambiguous reference to the resource within a given context Armson-Erosion-04b 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 - British Columbia - East Kootenay https://digitalcollections.lakeheadu.ca/files/original/a687bbd3162a23ec5b68c45a57312ae6.jpg cecf8125cb21dd9026ed3461e00be8db 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 Ken Armson fonds Subject The topic of the resource Forestry Description An account of the resource A collection of thousands of photographic slides depicting Ken Armson's work in the field of forestry, 1952-1995. Creator An entity primarily responsible for making the resource Ken Armson Date A point or period of time associated with an event in the lifecycle of the resource 1952-1995 Rights Information about rights held in and over the resource These images have been digitized and shared on this site with permission. Most are still under copyright. 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 Soil erosion from overgrazing? Subject The topic of the resource Forest Products Industry Agriculture Description An account of the resource Soil erosion from overgrazing? - East Kootenay Creator An entity primarily responsible for making the resource Ken Armson Date A point or period of time associated with an event in the lifecycle of the resource 1958 Format The file format, physical medium, or dimensions of the resource JPG Type The nature or genre of the resource Still image Identifier An unambiguous reference to the resource within a given context Armson-Erosion-04a 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 - British Columbia https://digitalcollections.lakeheadu.ca/files/original/ba13ff78b38def0ad412efeaa58e4e71.jpg 7ce3b5700cd03c057f1a071872217abd 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 Ken Armson fonds Subject The topic of the resource Forestry Description An account of the resource A collection of thousands of photographic slides depicting Ken Armson's work in the field of forestry, 1952-1995. Creator An entity primarily responsible for making the resource Ken Armson Date A point or period of time associated with an event in the lifecycle of the resource 1952-1995 Rights Information about rights held in and over the resource These images have been digitized and shared on this site with permission. Most are still under copyright. 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 Steep slope - erosion when forest removed Subject The topic of the resource Forest Products Industry Description An account of the resource Steep slope (200 ft valley) - erosion when forest removed, Black Brook Creator An entity primarily responsible for making the resource Ken Armson Date A point or period of time associated with an event in the lifecycle of the resource 1958-09 Format The file format, physical medium, or dimensions of the resource JPG Type The nature or genre of the resource Still image Identifier An unambiguous reference to the resource within a given context Armson-Erosion-03 https://digitalcollections.lakeheadu.ca/files/original/0ad67b78279d07eb1e0f25ffb7dba818.jpg 9e4af5f0f3ac6fab858616ccdb727827 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 Ken Armson fonds Subject The topic of the resource Forestry Description An account of the resource A collection of thousands of photographic slides depicting Ken Armson's work in the field of forestry, 1952-1995. Creator An entity primarily responsible for making the resource Ken Armson Date A point or period of time associated with an event in the lifecycle of the resource 1952-1995 Rights Information about rights held in and over the resource These images have been digitized and shared on this site with permission. Most are still under copyright. 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 Wind blowing in tobacco Subject The topic of the resource Forest Products Industry Agriculture Description An account of the resource Wind blowing in tobacco - Norfolk County Creator An entity primarily responsible for making the resource Ken Armson Date A point or period of time associated with an event in the lifecycle of the resource 1958-06 Format The file format, physical medium, or dimensions of the resource JPG Type The nature or genre of the resource Still image Identifier An unambiguous reference to the resource within a given context Armson-Erosion-2b 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 https://digitalcollections.lakeheadu.ca/files/original/a1b3dae0c1e69b0f97aec513be979962.jpg 053786369b803377dfcfee1f0395f556 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 Ken Armson fonds Subject The topic of the resource Forestry Description An account of the resource A collection of thousands of photographic slides depicting Ken Armson's work in the field of forestry, 1952-1995. Creator An entity primarily responsible for making the resource Ken Armson Date A point or period of time associated with an event in the lifecycle of the resource 1952-1995 Rights Information about rights held in and over the resource These images have been digitized and shared on this site with permission. Most are still under copyright. 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 Wind blowing in tobacco Subject The topic of the resource Forest Products Industry Description An account of the resource Wind blowing in tobacco - Norfolk County Creator An entity primarily responsible for making the resource Ken Armson Date A point or period of time associated with an event in the lifecycle of the resource 1958-06 Format The file format, physical medium, or dimensions of the resource JPG Type The nature or genre of the resource Still image Identifier An unambiguous reference to the resource within a given context Armson-Erosion-02a 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 https://digitalcollections.lakeheadu.ca/files/original/5a41f5b9282204430314a28463226456.jpg 3d1f909ae9c71b3190a28f04b312464e 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 Ken Armson fonds Subject The topic of the resource Forestry Description An account of the resource A collection of thousands of photographic slides depicting Ken Armson's work in the field of forestry, 1952-1995. Creator An entity primarily responsible for making the resource Ken Armson Date A point or period of time associated with an event in the lifecycle of the resource 1952-1995 Rights Information about rights held in and over the resource These images have been digitized and shared on this site with permission. Most are still under copyright. 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 Armson-Erosion-01 Title A name given to the resource Erosion in moorland Subject The topic of the resource Forest Products Industry Description An account of the resource Erosion in moorland - Malvern Creator An entity primarily responsible for making the resource Ken Armson 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/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