827 10 13233 https://digitalcollections.lakeheadu.ca/files/original/8ded81caf45bcd4c89d45d5a50cd488b.jpg 5f85e46b24f9134bc965ac63f38074a3 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 Cairine Budner fonds 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 Lights Gym Club, Timmins Subject The topic of the resource Sports Description An account of the resource Black and white group photograph of the Northern Lights Gym Club boys track & field team in Toronto Contributor An entity responsible for making contributions to the resource Donor Edna Edmonds Rights Information about rights held in and over the resource Public domain Format The file format, physical medium, or dimensions of the resource Photograph Type The nature or genre of the resource Still image Identifier An unambiguous reference to the resource within a given context PHIII-0033(iv) scan# BUD-0308 athletes Boys Track & Field meet Northern Lights Gym Club Toronto https://digitalcollections.lakeheadu.ca/files/original/c79c5ca2e8b3d083fb2e00f040d1f9f7.jpg 06d161e48b387cef7a174fd94ca73c0e 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-Geology-25 Title A name given to the resource Northern Maine- Appalachians Subject The topic of the resource Forest Products Industry Description An account of the resource Northern Maine- Appalachians 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 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant United States-Maine https://digitalcollections.lakeheadu.ca/files/original/da4d386e5f7b859f7482721257852ed2.pdf 3248b15eb44967f19c5c0f1932e950a5 PDF Text Text orthern Ontario School of Medicine neral Admissions Lakehead U N IV E RSITY Laurentian ~ i:aiireiiitenne �Grounded in the North A new medical school for the whole of Northern Ontario, the Northern Ontario School of Medicine is a joint venture of Lakehead and Laurentian Universities. With main campuses in Thunder Bay and Sudbury, we will have multiple teaching and research sites distributed across Northern Ontario, in large and small communities. The School contributes to improving the health of people in Northern Ontario. Aboriginal Admissions Stream Admissions Criteria Aboriginal students may apply through either the Aboriginal or the general admissions stream. • 4 year undergraduate degree • Applicants must be Canadian citizens or Landed Immigrants to Canada • No course prerequisites -recommended balanced undergraduate experience (science courses & arts/humanities/social science courses) • No MCATrequired For applicants who self-identify for the Aboriginal Admissions stream, documentation of Aboriginal ancestry will be required as well as a letter of support from the applicant's community. Aboriginal Student Services are available through our partner universities, and we work in collaboration with Aboriginal educational institutes. • Weighted GPA cut-off 3.0 (please visit www.normed.ca for formula) Franco-Ontarian Students The Northern Ontario School of Medicine will provide clinical opportunities with French-speaking preceptors. Clinical placements are available in the Francophone communities of Northern Ontario. Diversity The Northern Ontario School of Medicine will have a strong emphasis on the uniqueness of the region. Northern Ontario includes a diversity of cultures - Aboriginal, Franco-Ontarian, remote communities, small town rural, large rural community and regional centres. The varying illness, injury and health status patterns create specific clinical challenges. A wide range of health service delivery models emphasize support of local health care and inter-disciplinary teamwork. Medical practice in northern and rural environments offers personal and professional challenges, rewards and satisfactions. How to apply Applications will be taken through the Ontario Medical School Application Service starting in the summer of 2004. Check the website at www.ouac.on.ca in July 2004 for application information and on-line forms. Initial screening of applications will be based on GPA and responses to an Admissions Questionnaire. Interviews will be conducted. Need more information? Visit our website at www.normed.ca Email your questions to nomsadmit@normed.ca Call (807) 766-7317 �The Northern Ontario School of Medicine We want you! Study close to home! The Northern Ontario School of Medicine will encourage applications from Innovative medical education Committed to recruiting students who • those from rural, remote and northern urban communities ofNorthern Ontario • those from rural, remote communities of the rest of Ontario and Canada grew up in the communities of Northern Ontario • Aboriginal students Clinical learning • Franco-Ontarian students Opportunities in rural, remote, northern urban, Aboriginal and Francophone communities DiV ers ity reflecting the demographics of Northern Ontario , The Northern Ontario School of Medicine will admit 56 students to Year I, in August 2005. Twenty-four of these students will be based primarily in Thunder Bay, and thirtytwo in Sudbury. West Campus Lakehead University 955 Oliver Road Thunder Bay, Ontario P7B SE 1 (807) 766-7300 East Campus Laurentian University Willet Green Miller Centre, 8th Floor 935 Ramsey Lake Road Sudbury, Ontario P3E 2C6 (705) 675-4883 www.nonned.ca Email your Admissions questions to: Nomsadmit@nonned.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 Alumni Collection Description An account of the resource Material kept by the Lakehead University Alumni Association, or donated by Alumni to the Association. 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 (NOSM) Admissions Brochure, 2005 Subject The topic of the resource Universities Description An account of the resource General Admissions brochure for 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 2005 Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text https://digitalcollections.lakeheadu.ca/files/original/2c233939449e1aadc816d3aef2b45f0d.pdf 7735c5415fdedcb8f67e16c8b8df0c04 PDF Text Text www.nosm.ca �Northern Ontario School of Medicine 2010-2015 Strategic Plan Ecole de medecine du Nord de l'Ontario P· vn..o' 4,u~t> Lunpp. A AuJ_;,.A> I1 �Message from the Board Chair Vision Innovative Education and Research for a Healthier North. This strategic plan marks an important point of transition for the Northern Ontario School of Medicine (NOSM). Since its official opening in 2005, NOSM has made great strides in establishing itself as a leader in distributed medical and health professional education. The next evolutionary phase will build on this success, positioning NOSM to be a leader both nationally and internationally as an innovator in distributed, learner-centred, community-engaged education and research. With our new Vision, Innovative Education and Research for a Healthier North, NOSM is committing to a focus not only on its own advances in education and research, but on pushing those advances to improve the broader population health of the North. We will achieve this by investments in our mandate, collaborations with partners, and continued engagement of our communities. In this second strategic plan, NOSM will continue to enhance its mandate of education, strengthen the focus on achieving research excellence, and further reinforce a sustainable foundation of people, operations and technology from which to advance and grow. NOSM will continue to work to develop a learning environment that values and supports a life-long commitment to its learners, faculty, staff and administration. Further, we will strive toward excellence in our relationships with, and support for, all faculty- full-time, part-time and stipendiary. Staying true to NOSM's social accountability mandate, we will continue to emphasize a collaborative, community-engaged model that draws on the strengths and capabilities of all NOSM's partners. This strategic plan represents the work of a large number of dedicated and enthusiastic NOSM stakeholders who have invested their time and energy into charting the medical school's future. On behalf of the NOSM Board of Directors, I extend my deep appreciation to all the individuals and organizations who invested their time to assist us in this important strategic planning initiative. I especially note the members of the Strategic Planning Steering and the Quality Monitoring Committees, who provided guidance and support throughout the plan's development, working tirelessly to ensure that the new strategic plan represents the voice of the entire NOSM community. Mission The Northern Ontario School of Medicine (NOSM} is committed to the education of high quality physicians and health professionals, and to international recognition as a leader in distributed, learning-centred, community-engaged education and research. NOSM will accomplish this by: ■ ■ • ■ • • Being socially accountable to the needs and the diversity of the populations of Northern Ontario Actively involving Aboriginal, Francophone, remote, rural and underserviced communities Leading and conducting research activities that positively impact the health of those living in Northern communities Fostering a positive learning environment for learners, faculty and staff Achieving an integrated, collaborative approach to education, learning, and programming Increasing the number of physicians and health professionals with the leadership, knowledge and skills to practice in Northern Ontario. I am confident that the vision, mission, values and strategic priorities established by this strategic plan will help to position NOSM for continued growth and success over the next 3-5 years. Frederick F. Gilbert, PhD Board Chair Board of Directors Northern Ontario School of Medicine 21 13 �Values Table of Contents Innovation The Northern Ontario School of Medicine (NOSM) encourages ingenuity, creativity, a culture of inquiry and discovery, and the importance of learning from others in every aspect of the School's education, research, social accountability, and corporate mandates. NOSM uses innovative approaches to ensure continuous improvement of our distributed model of education and research. Social Accountability NOSM adheres to the World Health Organization's (WHO) definition of the Social Accountability of Medical Schools as "the obligation to direct their education, research and service activities towards addressing the priority health concerns of the community, region and the nation that they have a mandate to serve. The priority health concerns are to be identified jointly by governments, health care organizations, health professionals and the public:' As part of its social accountability mandate, NOSM has the responsibility to engage stakeholders at all levels of its broad community. Message from the Board Chair 2 Introduction: Strategic Plan 2010-2015 6 Strategic Plan 2010-2015 8 Strategic Priority A: Enhance NOSM's Education Program 10 Strategic Priority B: Strengthen NOSM's Research Initiatives 11 Strategic Priority C: Develop NOSM's Learning Environment 12 Strategic Priority D: Foster Excellent Faculty Relations 13 Strategic Priority E: Enhance Collaboration and Communication with Our Community Partners 14 Strategic Enablers 15 Collaboration NOSM pursues education and research goals in close partnership with its host universities. Collaboration and partnership is also important to NOSM with its teaching hospitals, community physicians, health professional clinical teachers, health system stakeholders, and communities it serves. NOSM values the insights, contributions, and support of its many partners that work to improve the health of the people and communities of Northern Ontario. NOSM recognizes that collaboration is both a process and outcome that engages different perspectives to better understand complex problems, and leads to the development of integrative solutions that could not be accomplished by any single person or organization. Moving Forward 16 Strategic Plan 2010-2015 17 Appendix B: Groups Invited to Contribute to the Development of the Strategic Plan 18 Inclusiveness NOSM fosters inclusiveness by supporting an environment which embraces differences in staff, faculty and learners and respectfully creates value from the differences of all members of the NOSM community, in order to leverage talent and foster both individual and organizational excellence. Respect NOSM's faculty, staff, and learners seek to learn and listen to one another respectfully and communicate openly. NOSM's staff, faculty, and learners treat others and their ideas in a manner that conveys respect as differences are discussed, fosters an open academic debate, and which respects academic freedom. 4 IS �Introduction: Strategic Plan 2010-2015 The Northern Ontario School of Medicine (NOSM) serves as the Faculty of Medicine of Lakehead University, Thunder Bay and Faculty of Medicine of Laurentian University, Sudbury. NOSM has come a long way in a relatively short time. Since its official opening in 2005, NOSM has: developed and delivered Distributed Community Engaged Learning as its distinctive model of medical education and health research; achieved accreditation for its MD program, multiple residency programs, Continuing Education Professional Development (CEPD), and the Northern Ontario Dietetic Internship Program (NODIP); focused research attention on the health issues in Northern Ontario through annual Northern Health Research Conferences and the Partnership Opportunities in Research Gathering; graduated emergency physicians, family physicians and dietitians from its programs; and seen the charter class graduate from the MD program and move on to residencies in a range of specialties, predominantly northern or rural family medicine. There is a real sense that NOSM is fulfilling its social accountability mandate to contribute to improving the health of people and communities in Northern Ontario. The School was successful in recruiting world-class research scientists to be faculty members in the Medical and Human Sciences. More than 900 physicians and other healthcare providers have joined NOSM as faculty members in the Clinical Sciences including physicians who have moved to Northern Ontario to be involved in the School. State-of-the-art medical school buildings were constructed on time and on budget at both campuses. These buildings feature high technology smart classrooms, flexible teaching laboratories, health sciences libraries and research laboratories, as well as meeting rooms and office space. Developed through a consultative process, the holistic cohesive curriculum for the MD program is grounded in Northern Ontario and relies heavily on electronic communications to support Distributed Community Engaged Learning. In the classroom and in clinical settings, learners explore cases from the perspective of physicians in Northern Ontario. Clinical education takes place in over 70 communities and many different health service settings, so that the learners experience the diversity of communities and cultures in Northern Ontario. Following a successful accreditation site visit in March 2004, NOSM achieved preliminary accreditation in June 2004. There were subsequent accreditation visits in March and September 2005, and in the Septembers of 2006, 2007 and 2008. Full Accreditation was confirmed in February 2009 by the Liaison Committee on Medical Education (LCME) and the Committee on Accreditation of Canadian Medical Schools (CACMS). The School's letters patent and by-laws provide a frame of reference and context that govern all of the identified priorities and strategies. In line with its social accountability mandate, the Strategic Plan 2010-2015 was developed on the premise that the opinions and thoughts from the greater NOSM community should inform NOSM's future strategic directions. This approach helps to ensure that NOSM remains true to the needs and requirements of the communities it serves. These opinions and insights were gathered from a large number of both internal NOSM stakeholders and external stakeholders across the broad health care and medical education systems. 2 • • Internal stakeholders included NOSM learners, faculty, staff, researchers, senior leadership and Board. External stakeholders included the provincial government, community and municipal representatives, community physicians, host universities, and other medical schools across Canada. In addition to the core stakeholder input activities, a key component of this planning initiative was the completion of an external environmental scan that identified broad trends in medical education and the health care sector, and reviewed the strategic planning documents from 12 medical schools, both Canadian and international, to identify key strategic directions and opportunities that other medical schools were acting on. These findings were used to guide strategic planning discussions with the SPSC and to help evaluate the key priorities for inclusion in NOSM's Strategic plan. The success of this Strategic Planning Initiative can only be attributed to the enthusiasm and commitment of the entire NOSM community, as well as our partners at other medical schools who volunteered their time to provide guidance. This Plan represents a shared outlook for the future of the Northern Ontario School of Medicine, and will be implemented with the continued support and participation of our broad community. Graduating its first class of medical students in June 2009, NOSM has achieved significant success during its start-up phase. All of NOSM's first class of undergraduate medical students were successfully matched to Canadian residency programs on their first attempt, making NOSM the only Canadian medical school in which all students were matched in the first round. In addition, the aggregate score of the charter class members in the Medical Council of Canada part one exam placed NOSM as number six of 17 Canadian medical schools. NOSM intends to build on this success as it transitions out of the start-up phase toward sustainable, continuing growth and development. In May 2009, NOSM commenced a Strategic Planning Initiative with the goal of developing a five year strategic plan ("the Plan") that will help NOSM clearly define its future directions and focus. NOSM will begin implementation of the plan in July 201 O that will direct NOSM's planning activities through to June 2015. The development of the Plan was overseen by an appointed Strategic Planning Steering Committee (SPSC) that represented the diverse groups of internal and external stakeholders that make up the NOSM community. 1 SPSC members devoted significant effort through participation in meetings and planning activities throughout the year. 1 6 For a complete list of the SPSC membership, refer to Appendix A. 2 For a complete list of the groups that were consulted during this planning initiative, refer to Appendix B. 17 �Strategic Plan 2010-2015 The strategic plan was developed to align and support the new Vision and Mission statements that were identified as part of this strategic planning initiative, as illustrated in the diagram below. The five vertical pillars represent the Strategic Priorities that have been identified as part of this planning process and represent NOSM's focus over the next five years. Across all of our Strategic Priorities, a core set of renewed Values will permeate all of the activities and planning of NOSM, and will guide how we strive toward innovation and continue to actively engage our communities through our continued commitment to social accountability. Critical to NOSM's new strategies are its continued relationships with its host universities, Lakehead University and Laurentian University, which will be strategic partners foundational to the achievement of this Strategic Plan. The five Strategic Priorities will enable NOSM to strengthen its distributed, learning-centred, community-engaged approach to education and research. They are: A. B. C. D. E. Vision Mission The Northern Ontario School of Medicine (NOSM) is committed to the education of high quality physicians and health professionals, and to international recognition as a leader in distributed, learning-centred, community-engaged education and research. 1. 2. 3. 4. Establish a comprehensive human resources plan Explore, partner, and invest in informatics and technologies Continuously improve operational processes, infrastructure and systems Increase and diversify NOSM's revenue streams The following sections of the strategic plan present the NOSM Strategic Priorities, Strategies, and Strategic Enablers that have been identified to support our new Vision and Mission. In support of the strategic plan, NOSM is also developing key measures of success for each strategy, which will be developed as the School embarks on the establishment of a balanced scorecard to measure ongoing performance and success of the organization. Enhance NOSM's Education Program Strengthen NOSM's Research Initiatives Develop NOSM's Learning Environment Foster Excellent Faculty Relations Enhance Collaboration and Communication with Community Partners Innovative Education and Research for a Healthier North This Strategic Planning Initiative also identified four key Strategic Enablers that are considered critical success factors for the achievement of our new Vision, Mission and Strategic Priorities. These Enablers will contribute to ensuring the ongoing sustainability of the NOSM model, and that NOSM is able to meet the goals associated with its new strategic plan. The four Strategic Enablers are: - fulwsM 6/N6Sh -:: f}1v1,(JO~~ o/ /JJS/1 Values Innovation, Social Accountability, Collaboration, Inclusiveness, Respect 81 9 �Strategic Priority A: Enhance NOSM's Education Program Strategic Priority B: Strengthen NOSM's Research Initiatives Given current health care trends toward lnterprofessional Education (IPE) and Integrated Clinical Learning (ICL), NOSM will ensure that its curriculum is aligned to support new and innovative approaches to the delivery of classroom and clinical education. This focus will enable NOSM graduates to easily integrate into community care settings where interprofessional care models are team-based in fostering collaborative patient-centred approaches. Stakeholders identified research as a key area of improvement for NOSM, recognizing that research is a critical element of its academic mandate and future success. NOSM will focus on further developing its research agenda, linked to the ongoing development of its distributed education model, to continue to broaden the academic experience of its learners, faculty and staff. Taking into consideration the relative size of NOSM's research infrastructure compared to other faculties of medicine, a focused approach to research will be adopted. As NOSM's research initiatives are strengthened, research and planning activities conducted will reflect the need for appropriate ethical consideration, and will respect the unique cultural attributes of NOSM's Aboriginal, Francophone and other communities. Overall Goal Expand NOSM's distributed education and learning model and ensure the ongoing inclusion and balance of Integrated lnterprofessional Clinical Learning throughout NOSM's undergraduate, post graduate, and health professional programs. Overall Goal Define a clear strategic direction for NOSM's research efforts, conduct research aligned to its vision and mission, and increase the number of learners, staff and full-time, part-time and stipendiary faculty participating in focused research activities. Strategy # 1: Expand the distributed community engaged learning model to all of NOSM's education programming for health professionals to meet the needs of our learners and communities, integrating the expertise that Aboriginal and Francophone peoples bring. Planned Timing 2012/13 Strategy #1: Define and invest in a core research profile that supports NOSM's Vision and Mission. Strategy #2: Increase NOSM's application ofthe Integrated lnterprofessional Clinical Learning model of education to enable learners to practice in intra- and interprofessional models of education and care. Strategy #3: Augment broader Integrated lnterprofessional Clinical Learning programming resources and expertise by collaborating with other universities and organizations to educate/train health professionals outside of NOSM to meet health human resources needs in Northern Ontario. Strategy #4: Lead the adoption of new models of education and learning with external accrediting bodies to increase the focus on community-based learning. ,0 1 Planned Timing 2011/12 Planned Timing 2012/13 Strategy #2: Foster a research culture among NOSM faculty and learners that promotes excellence and innovation. Planned Timing 2014/15 Planned Timing 2011/12 Strategy #3: Expand infrastructure to assist researchers with grantsmanship, grant review, grants administration, trainee recruitment, results dissemination and the identification of research opportunities. Strategy #4: Form partnerships to enhance research capacity and support specific research initiatives. Planned Timing 2013/14 Planned Timing 2012/13 Planned Timing 2012/13 �Strategic Priority C: Develop NOSM's Learning Environment Strategic Priority D: Foster Excellent Faculty Relations NOSM places a significant amount of emphasis on creating an inquiring learning environment that is tailored to the needs and requirements of all of its stakeholders. NOSM learners primarily include undergraduate medical education and health professional students and postgraduate residents; however, faculty, staff and the senior leadership group can also be considered learners as they too pursue personal and professional development. All have varying learning needs and expectations. NOSM will continue to invest in making sure that its learning-centered environment continues to evolve for the benefit of learners, faculty, staff and the Board. NOSM's operating model brings with it a set of unique challenges related to the recruitment and retention of qualified full-time, part-time and stipendiary faculty. Innovative approaches to foster excellent faculty relations will be developed to ensure the sustainability of the NOSM model. Overall Goal Foster a stimulating, rewarding and challenging environment that attracts and retains top talent among full-time, part- Overall Goal time and stipendiary faculty. Align NOSM's organizational structures and human resources to support the School's commitment to being an organization that values and supports a life-long learning environment among its learners, faculty, staff and the senior leadership group, who are able to demonstrate clear progress towards personal/professional development. Strategy #1: Establish a faculty plan that defines the type and mix of faculty to recruit, retain, succession plan and develop, and reward and recognize for their valuable contributions across education, research Planned Timing 2010/11 and administration. Strategy #1: Achieve successful recruitment and retention of our learners, staff, senior leadership and faculty. Strategy #2: Improve infrastructure and support to enable learners, staff, senior leadership and faculty to be effective and successful in NOSM's distributed community-engaged model of education and research. Planned Timing 2014/15 Planned Timing Strategy #2: Create a culture and support mechanisms that foster faculty professional development, encourage academic endeavors and promote continuing professional education. Planned Timing 2011/12 2012/13 Strategy #3: Improve multi-directional communication, information flow and decision-making for all faculty Planned Timing 2011/12 members. Strategy #3: Increase the engagement of learners, faculty, staff, senior leadership and Board members in planning and activities. Strategy #4: Build leadership skills and capacity in learners, faculty, staff, senior leadership and Board members. 12 I Planned Timing 2013/14 Planned Timing 2014/15 113 �Strategic Enablers Strategic Priority E: Enhance Collaboration and Communication with Our Community Partners NOSM's distributed education model relies heavily on the support and involvement of the communities and key stakeholder groups. Since its inception, NOSM has been successful in engaging communities and different representative groups. Insights provided from members of the community suggest that NOSM can improve its current strategy by taking a more refined, targeted approach that will ensure consistent engagement across all communities, and improve multi-directional communication and collaboration mechanisms that support the continued development of community partnerships. NOSM's distributed educational model brings with it the requirement for ongoing investment in core enablers such as technology, and a sound and robust infrastructure that would not be found in other traditional medical schools. In addition, given that NOSM places a significant emphasis on being innovative, it requires additional operating, capital and research funding to sustain and implement new and creative advancements in medical technology, informatics, research and program development within its distributed model. Overall Goal Ensure NOSM's technology-enabled distributed education model continues to be sustainable, and that the School is well supported to continue to grow and advance while maintaining its focus on innovation. Overall Goal Increase the engagement with distributed teaching communities and the presence of collaboration and communityengaged processes, integrating NOSM into the fabric of every community in Northern Ontario, and empowering local communities to improve their broader health and capacity for self-care. Strategic Enabler #1: Establish a comprehensive human resources plan that enhances leadership and staff recruitment and retention, succession planning, development, rewards and recognition, and other factors that contribute to a healthy workplace and learning environment. Strategy # 1: Improve community engagement strategies that build on start-up goodwill to ensure support and momentum is fostered and increased. Strategy #2: Enhance mechanisms to actively involve Aboriginal, Francophone, rural and remote communities in NOSM. Strategy #3: Improve multi-directional communication, information flow and decision making for internal and external community stakeholders. Strategy #4: Expand partnerships with government, community and private organizations to support and encourage graduating health professionals to live and practice in northern communities. 14 I Planned Timing 2014/15 Planned Timing 2011/12 Planned Timing 2011/12 Planned Timing 2012/13 Strategic Enabler #2: Explore, partner and invest in informatics and technologies that enable innovation across our distributed model of education, research, corporate services and social accountability. Strategic Enabler #3: Continuously improve operational processes, infrastructure and systems to increase efficiencies and support the ongoing sustainability and financial viability of NOSM. Strategic Enabler #4: Increase and diversify NOSM's revenue streams by exploring opportunities for endowments, donations, endowed chairs, public-private partnerships, sponsorships, new services and other operating revenues across its distributed education model. Planned Timing 2011/12 Planned Timing 2014/15 Planned Timing 2011/12 Planned Timing 2013/14 �Moving Forward Our new strategic plan is grounded in extensive consultation and robust research and analysis. It builds on the success realized by NOSM in its formative phase, and pushes the School in new directions to enable us to adapt to the evolving environment that shapes and impacts the delivery of health education and research. This plan represents a sustainable and focused approach to strategic planning that enables NOSM to achieve its goals related to its academic, corporate, and social accountability mandates. NOSM's strategic plan was developed with a 3-5 year time horizon, taking into consideration the current and forecasted external and internal strategic landscape that the School exists within. As this strategic landscape evolves, so too will NOSM's strategic plan. In this light, our new strategic plan is very much a 'living document: one that will require continual reflection and monitoring, and will be evaluated on an annual basis to ensure that it continues to move NOSM in the directions that best address evolving strategic challenges and opportunities for the School. For our new strategic plan to be successful, it is imperative that it is embraced by the NOSM community, and that our broad community continues to be engaged and empowered as we pursue the priorities and strategies identified. The priorities identified within this plan should be used by all learners, leadership, faculty, staff, and Board members to guide decisions, operational and otherwise. In this light, the strategic plan will serve as the common thread that keeps all NOSM stakeholders living our shared Mission in the most effective, sustainable and fiscally responsible ways possible, and collectively striving toward achieving our Vision: Innovative Education and Research for a Healthier North. Strategic Plan 2010-2015 Group Name Position Chair Roger Strasser Dean Board Quality Monitoring Committee Members Tracy Buckler Board Member Gratien Allaire Board Member Academic Council Members Len Kelly Associate Clinical Professor, Clinical Sciences Division PCTA Chris McKibbon Physician OPSEU Local 677, Unit 1 (Full time Academic Staff) Laura Csontos Senior Learner Affairs Officer Leslie Sutherland Part time faculty lftikharul Haq Consultant Neurosurgeon Brian Bigelow Professor and Psychologist Peter Pace Physician Penny Sutcliffe Medical Officer of Health and Chief Executive Officer- SDHU Sue Berry Director, Health Sciences and Interprofessional Education Danielle Barbeau-Rodrigue Director, Francophone Affairs Kim Daynard Director, Communications Tyler England Information Technologist Frances Mandamin Program Coordinator, Aboriginal Affairs Lori Howrigan Facilities Project Coordinator Jim Hanna West Parry Sound Health Centre Communications and Public Relations Officer Ken Adams Associate Dean, Administration Marc Blayney Associate Dean, Community Engagement Wayne Bruce Associate Dean, CHPE Gerry Cooper Associate Dean, Learner Affairs Joel Lanphear Associate Dean, UME Bill Mccready Associate Dean, Faculty Affairs Bob Rubeck Associate Dean, Informatics Greg Ross Associate Dean, Research Maureen Topps Associate Dean, Postgraduate Education Planning & Risk Director Grace Vita Planning and Risk Director Director of Equity & Quality Kathleen Beatty Director of Equity & Quality Committee Support Lana Norton Corporate Administration Officer Faculty Members Senior Leadership Group Staff - Non-Management Local NOSM Group Associate Deans 16 1 I 17 �Appendix B: Groups Invited to Contribute to the Development of the Strategic Plan NOSM Internal Stakeholders: Government Ministries/Agencies: Board of Directors Strategic Planning Steering Committee Members Academic Council Executive Group Learners Thunder Bay and Sudbury based Faculty/Researchers Employees North West Local Health Integration Network North East Local Health Integration Network Ministry ofTraining, Colleges and Universities Ministry of Health and Long-Term Care Northern Ontario Heritage Fund Corporation Ontario Ministry of Northern Development, Mines and Forestry Lakehead University Leadership Laurentian University Leadership Lakehead University- Centre for Education and Research on Aging & Health (CERAH) Lakehead University- School of Nursing Laurentian University- School of Nursing Ministry of Research and Innovation Health Force Ontario Premier of Ontario lnterprofessional Blueprint Committee FedNor Health Canada City Council Members - City ofThunder Bay City Council Members - City of Sudbury NOSM Community Partners: Colleges and Universities / Collaboration Partners: Aboriginal Communities Francophone Communities Local NOSM Groups Comprehensive Community Clerkship (CCC) Communities Thunder Bay Regional Health Sciences Centre Leadership Hopital regional de Sudbury Regional Hospital Leadership Northern Ontario Hospital and Clinic Learner Sites Northern Teaching Hospital Council Francophone Reference Group Aboriginal Reference Group Regional Cancer Program CTRI (CancerTreatment Research Initiative) lnstitut franco-ontarien Rural Ontario Medical Program (ROMP) Northern lnterprofessional Collaborative of Health Education (NICHE) Algoma University Cambrian College Canadore College College Boreal Confederation College Nipissing University Northern College Ornge Oshki-Pimache-O-Win (OSHKI) Sault College University of British Columbia, Center for Rural Health Research Host Universities: Faculties of Medicine: Dalhousie University McGill University McMaster University University of Ottawa Universite de Sherbrooke University ofToronto 18 1 University ofToronto Regulated Colleges: College of Physicians and Surgeons of Ontario (CPSO) College of Family Physicians (CFPC) Royal College of Physicians and Surgeons of Canada (RCPSC) Colleges of Nurses of Ontario Accreditation Bodies: Liaison Committee on Medical Education (LCME) Committee on Accreditation of Canadian Medical Schools (CACMS) Committee on Accreditation of Continuing Medical Education (CACME) The Association of Faculties of Medicine of Canada Council of Ontario Faculties of Medicine Dietitians of Canada I 19 �Northern Ontario School of Medicine Ecole de medecine du Nord de l'Ontario P· vn~' <i,u?i> L " 11 PP· I::.. I::.." J_;,.1::.., 20 1 For an electronic version of the report, please visit www.nosm.ca/strategicplan �www.nosm.ca � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Lakehead University Collection Description An account of the resource Photographs from Lakehead University's history: people, events, and campus. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Northern Ontario School of Medicine 2010-2015 Strategic Plan Subject The topic of the resource Universities Description An account of the resource Strategic Plan 2010-2015 produced by the Northern Ontario School of Medicine (NOSM) Creator An entity primarily responsible for making the resource Northern Ontario School of Medicine Date A point or period of time associated with an event in the lifecycle of the resource 2010 Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text https://digitalcollections.lakeheadu.ca/files/original/49984909fe7c2fc5ae3465d9cb77637e.pdf fa3560526ca32667f9f59bbcc22c0b2f PDF Text Text NORTHERN ONTARIO SCHOOL OF MEDICINE COMMUNITY REPORT 2007 Northern Ontario School of Medicine ��MESSAGE FROM THE CHAIR BOARD OF DIRECTORS On behalf of the students, staff and faculty of Laurentian University, I would like to extend my heartiest congratulations to the Northern Ontario School of Medicine. Greetings, and welcome to this, the first-ever annual Community Report of the Northern Ontario School of Medicine (NOSM). And how fitting it is that we should be reporting to you, the community! No one knows precisely how many community champions - volunteers, health professionals, educators, elected political leaders - have contributed to the launching of Canada's first new medical school in more than thirty years, but the number would be in the thousands, I am sure. If it takes a village to raise a child, then NOSM is living proofthat it takes a community to give birth to a new medical school! And so, in some ways, this Report is a mirror, reflecting back to the community the efforts, resources, generosity and incredible support of the people of Northern Ontario in realizing their long cherished dream of opening a medical school of, by, and for the people of Northern Ontario. Many things make NOSM unique, not only in the realm of Canadian medical education, but in the greater world, as well. For example, as I write this, our superb NOSM team is putting the finishing touches the m0st rigorous Comprehensive Communit y Clerkship program anywhere in the worla In the fall of 2007 our third-year students will embark on a remarkable adventure, spending the entire school year living and learning in ten communities in Northern Ontario. In these communities our students will experience first-hand the challenges and rewards of medical practice in ') large rural and small urban centres I scattered across the vastness of Northern Ontario. In this one aspect of NOSM alone, many hundreds of Northerners have contributed mightily to ensuring a successful experience for our students, even before the first student has arrived. A word about the organization o this Report: the timeframe is fro Janttary 1, 2006 to June 30,200 Hereafter we will endeavour to publish annually, covering the academic year. Also, the Report is organized arou d three principal sections: Acade ic Accountability, Social AccountabiliW, and Corporate Accountabilit This reflects the three overarching directions approved by the NOSM Board of Directors in the School's Strategic Plan. As chair of the NOSM Board of Directors, I have witnessed significant progress over the past two years. Since the Charter Class was welcomed in 2005, much has been accomplished: research activities are now under way, a fundraising campaign has resulted in financial assistance for our students, and fruitful partnerships have been established with health facilities across the North. This is a unique school of medicine, with a commitment to social accountability: particular attention is paid to northern and rural health and the specific needs of Francophone and Aboriginal communities are addressed. Like Lakehead University in Northwestern Ontario, we are pleased to host such a faculty of medicine at Laurentian. From the outset, we have attracted outstanding students and faculty, who are already making a difference to the health and well-being of our citizens. As students from the Charter Class set out this fall on placements throughout Northern Ontario, we should all be proud as we move closer still to training and graduating more physicians in the North, and for the North. r~ Dr. Judith Woodsworth President, Laurentian University and Chair, Board of Directors of NOSM I hope you find this Community Report edifying, informative, and even a bit entertaining! MESSAGE FROM THE VICE-CHAIR BOARD OF DIRECTORS Sincerely, On behalf of the Lake head University community, it is my pleasure to congratulate the Northern Ontario School of Medicine on the progress it has made during 2006 and 2007. Dr. Roger Strasser Founding Dean and CEO, Northern Ontario School of Medicine Since the inception of the idea of a dual-campus medical school with Laurentian University - and its realization in 2002 - Lakehead has initiated and supported many new research and learning opportunities with the School that will benefit our academic communities, foster economic development in the health-care field, and realize the promise of a medical school focused on the special health issues and needs of northern and Aboriginal communities. Many individuals have contributed to these early accomplishments, but the most telling sign of success is the calibre of the students who have been attracted by the vision of the new medical school during its first two years of operation. Lakehead's Faculty of Medicine which is the West Campus of NOSM will continue to develop a meaningful and influential presence in the communities of Northwestern Ontario. Dr. Frederick F. Gilbert President, Lakehead University and Vice-Chair, Board of Directors of NOSM 2 �THE NORTHERN ONTARIO SCHOOL OF MEDICINE Our Students: AT A GLANCE When NOSM welcomed its first students in September, 2005, the Northern Ontario School of Medicine (NOSM) became the first new medical school in Canada to open its doors in more than 30 years, and only the second new medical school in all of North America during a similar period. Our Graduates: Like subsequent classes, the Charter Class is comprised of 56 students; 32 based at the School's East Campus at Laurentian University in Sudbury, Ontario and 24 based at the School's West Campus at Lakehead University in Thunder Bay, Ontario. Our School: NOSM is unique in many ways. It is the first Canadian medical school hosted by two universities, some 1,200 kilometres apart. In addition, NOSM is the only Canadian medical school to be established as a stand-alone, not-for-profit corporation, with its own Board of Directors and corporate by-laws. NOSM is th e first medical school 1 Canada to be opened in the Digit l Ag Its four-year Undergraduate Medical Education e-curriculum emphasizes the use of broadband technology to bridge the distance between campuses, and to facilitate an extensive distributed learning model that is unique in the annals of modern medical education. By the time the MD program is completed, the average NOSM student will have spent nearly forty per cent of his or her time studying in Aboriginal, small Northern, and larger urban Northern communities. 4 NOSM will seek out qualified students who have a passion for living in, working in and serving Northern and rural communities. NOSM will develop physicians able to practice and engage in research anywhere in the world but who have a particular understanding of people in Northern and remote settings. NOSM will graduate resourceful physicians who are successful in distant settings, have a preference for collaborative care and a greater capacity to serve their patients and communities with the available resources. While the context of the School will be northern, the application will be national and international. NOSM is also the first Canadian medical school established with a social accountability mandate. From its community-based Board of Directors to its extensive reliance on Northern communities, large and small, urban and remote, to act as hosts for its students, NOSM is committed to engaging Northerne in the educational process. The School's goal is to graduate medical generalists who are innovative, resourceful, self-reliant, culturally and emotionally sensitive, and who are fully acquainted with the rigours and rewards of medical practice in Northern, remote and culturally diverse settings. NOSM, while preparing students for the full range of clinical disciplines in medicine, will focus on training general practitioners of medicine, family doctors and specialists, who remain generalists across their specialties. The School will foster an inter-professional approach to medical practice and research. It will value curiosity, inventiveness, integrity and be accountable in all aspects of its activities. Our Faculty & Host Universities: NOSM will become another centre of academic excellence within Lakehead and Laurentian Universities. The School will be vigilant in the protection of academic freedom. Our Employees: NOSM will treat staff with respect and, in accordance with its academic commitment, value honesty, integrity and openness in all dealings with its employees. Our Communities: NOSM will pursue a culture of inclusiveness and responsiveness within the medical communities, the Northern communities, the rural communities, and the Aboriginal and Francophone communities. �MD PROGRAM The NOSM MD program is accredited by the Committee on Accreditation of Canadian Medical Schools (CACMS) and the Liaison Committee on Medical Education (LCME). NOSM's four year undergraduate medical education (UME) program is designed to prepare students to enter the next level of medical education, namely the post graduate medical education (PGE) program. Both the UME and PGE programs are grounded in the six key academic principles adoRted b~ NOSM. These principles are iflterprofe--Ssionalf integration, community oriente , distributed community engage learning, generalism and diversit . All six academic principles are reflected in the School's social accountability mandate. Extensive community-based educational assignments called Integrated Community Experiences (ICE) are an integral, and unique, element of the NOSM curriculum. As such, NOSM "classrooms" are unique and often nontraditional. At the end of Year One, students spend four weeks in one of some two dozen remote Aboriginal communities across Northern Ontario. Second-year students complete two four-week assignments in small rural or remote Northern communities at the beginning and end of term. In this sense, the community is the classroom. Third-year students spend the whole academic year off campus in one of ten host communities across Northern Ontario completing a Comprehensive Community Clerkship (CCC). (See map on page 29 for details.) Fourth-year students will undertake specialty rotations and electives primarily in the regional hospitals in Sudbury and Thunder Bay. Wherever they are in Northern Ontario, students avail themselves of the latest in broadband and e-learning technologies to connect the School's East and West campuses, and to access educational materials. Both campuses are equipped with smart classrooms and state-of-theart technological resources. Five key themes (courses) are interwoven throughout the four-year educational experience of the MD program: • • • • • Northern and Rural Health Personal and Professional Aspects of Medical Practice Social and Population Health Foundations of Medicine Clinical and Communications Skills in Health Care The academic staff are organized into three divisions. Each division contributes to delivering the NOSM curriculum: • • The Clinical Sciences Division, headed by Dr. Tim Zmijowskyj, is responsible for teaching the clinical disciplines. The Medical Sciences Division, headed by Dr. Garry Ferroni, provides in-depth learning in the bio-medical sciences, ranging from Anatomy to Microbiology. The Human Sciences Division, led by Dr. Nancy Lightfoot, encompasses a broad range of the humanities, social sciences, community health and public health. �POSTGRADUATE MEDICAL EDUCATION In 2006, the College of Family Physicians of Canada granted "new program status" to the Northern Ontario School of Medicine for esidency training. NOSM's Family edicine Residents of the Canadian Shield program (FM RoCS) thereby became Canada's newest in 33 years. The first participants in the FM RoCS program began their residency on Jul t, 2007, marking a milestone in the history of Northern Ontario medicine: for the first time, medical residents are training in a program developed and administered in Northern Ontario. FM RoCS accepts 30 residents per year in its two-year program. These Family Medicine residents undertake clinical learning in Northern Ontario communities, training that will prepare them for eventual practice in any community, but especially in rural and remote settings. Family residency community rotation locations can be seen on the map on page 29. In addition, NOSM will eventually offer residency training in eight major general specialties: anesthesiology, general surgery, psychiatry, general internal medicine, orthopedic surgery, pediatrics, obstetrics/gynecology and community medicine. Residency training in Northern Ontario is not new. Indeed, the NOSM programs stand on the shoulders of two successful pioneering predecessors: the Northwestern Ontario Medical Program (NOMP), on behalf of McMaster University and the Northeastern Ontario Medical Education Corporation (NOMEC), associated with Ottawa University. NOMP's activities were integrated with NOSM in the fall of 2005, and NOMEC's in the summer of 2006. The transfer of programs and activities previously delivered by these two highly successful organizations has allowed for a substantial expansion in NOSM programming. Programs such as lnterprofessional Education, Youth Health Career Awareness and Health Professional Development and the Northern Ontario Virtual Library (NOVL) have sharply increased the School's ability to offer a wide range of interprofessional, continuing education programs in addition o tne postgraduate medical r:esidency progra s. CONTINUING PROFESSIONAL EDUCATION In keeping with its philosophy that the most effective learning often occurs outside the traditional classroom, the Northern Ontario School of Medicine maintains the largest Continuing Professional Education (CPE) program of any medical school in Canada. learners from both family medicine and specialty programs. Electives are available in Family Medicine, Rural Family Medicine, Emergency Medicine, as well as in many specialty disciplines. • During the 2006-2007 school year, NOSM conducted 225 CPE sessions geared to 23 regulated health professions in the Province of Ontario. In all, more than 3,500 participants attended some form of a NOSM CPE event. The number of sessions more than doubled from the previous (inaugural) year, and the number is expected to double yet again for the 2007-2008 calendar. CPE at NOSM is clustered in a number of principal series offerings, including the monthly NOSM Symposia series, teacher training series for NOSM faculty, conferences and workshops (often in conjunction with partners in the health field), Clinical Rounds, the Encounters in Bio-Ethics series, Francophone and Aboriginal activities, and the Researcher in the Room series. NOSM's CPE initiatives are delivered to learners across Northern Ontario by a variety of means: via video conference over the Ontario Telehealth Network (OTN), via high speed interne hrough streamed and archived web-casting, and through e-presence hich allows for an interactive, on-line learning , experience in real time. Each session is also offered face-to-face at one or both of the NOSM campuses and the large majority of the offerings are accredited by the CME. As part of its core curricular emphasis on interdisciplinary education, the Northern Ontario School of Medicine offers a number of programs geared to health professionals both inside and outside its MD and Residency Programs. All programs are Pan-Northern, and each is intended to provide Northern health professionals with an opportunity to enrich and upgrade their career training. Among NOSM's current interprofessional offerings: • Northern Ontario Summer Studentship Program. This program offers summer employment to Northern Ontario students engaged in health studies in Southern Ontario Universities. The program guarantees four to eight weeks of summer employment at a variety of community settings across Northern Ontario. • Rehabilitation Studies. This program provides learners from audiology, occupational therapy, speech language pathology and physiotherapy with a wide range of challenging clinical learning experiences in equally challenging health care settings across Northern Ontario. • The Northern Ontario Electives Program. Designed for undergraduate medical students as well as postgraduate residents, this program offers a variety of high quality rural, remote, and small urban clinical learning opportunities in Northern Ontario. It is designed for I Northern Ontario Dietetic Intern Program (NODIP). Northern Ontario's first sustainable Dietetic Internship program, NODIP will train ten dietetic interns in centres across the North. The first students were accepted into the program in the summer of 2007. Offered in conjunction with the NODIP Professional Advisory Committee, NODIP is intended to alleviate an anticipated shortage of professional dietitians in the coming years. �RESEARCH ''At the Northern Ontario School of Medicine (NOSMJ, research is recognized as a critical component of medical education ... " Dr. Neelam Khaper Understanding the cellular and molecular mechanisms of cardiac dysfunction in various stress conditions. Excerpt from NOSM's official policy on research. Dr. Zach Suntres Examining the oxidant and antioxidant status in the blood of patients with colon, breast and lung cancer. Developing novel drug delivery systems in improving existing antibiotic treatments. Research is an important part of most medical schools, but for NOSM, it goes much deeper. Research is part of the very core of the School's mandate. It is embedded in everything NOSM does. NOSM's research initiatives are reflective of the School's mandat to be socially accountable to the diverse cultures of Norther Ontario. he School's unique program targets areas that have a direct relevance to Northern populations. The key theme of NOSM research is tackling the questions of importance to improving the health of the people of Northern Ontario. For example, rates of diabetes, heart disease and some cancers are much higher in the North than in the rest of the country. In addition, many Northerners live in communities that are often more than six hours away from primary services, some even further. • The School works in partnership with universities, private sector organizations, and health centres to facilitate research initiatives. The School's two state-of-the-art research labs, one at its East Campus at Laurentian University in Sudbury, and one at its West Campus at Lakehead University in Thunder Bay, create the ideal foundation for conducting research. In December, 2006, NOSM supported the concept of a clinical research initiative based in Sault Ste. Marie, which also services researchers all across Northern Ontario. Leading Researchers and Topics NOSM students have many endeavours and since March, 2006, thirty research grants have been presented for students to study a wide range of health issues. 10 Dr. Kristen Jacklin • • Molecular mechanisms of interactions between pathogenic bacteria and lung epithelial cells. lntegrin receptors as novel targets for therapy of cervical cancer. Epidemiology of Haemophilus influenzae type b infection in the Aboriginal population of Northern Ontario. • • Examining role of lipid in health and disease and determining whether nutritional supplementation with omega-3 fatty acids can help reduce symptoms of attention deficit hyperactivity disorder. Analyzing human breath to determine whether biomarkers derived from lipids and other chemicals can be used to screen for various diseases such as lung cancer and diabetes. Dr. Garry Ferroni • Literature Search, design of a data set and chart review of patients with a peritoneal catheter. NOSM's robust research programs provide an extremely favourable environment for NOSM's full-time and more than 600 parttime faculty as well as students to engage in a full range of research projects. In 2006 NOSM faculty received more than $1 M in research fundi g. • Understanding the formation of new blood vessels in order to develop therapeutic approaches to increase blood vessel formation, to encourage wound healing or blocking, in order to starve tumours. Development of cancer drugs. This project is focusing on the changes in cells that lead to the resistance of cell death. • • Examining how air pollution affects the immune system in forest fire fighters, people with diabetes, and those prone to autoimmune disease. Dr. Carita Lanner Protein expression between normal and cancer cells with a focus on ovarian cancer. The association of a novel protein with non-malignancy indicates that it could be a tumor suppressor or a potential biomarker for non -malignancy. • Dr. Tom Kovala Dr. T.C. Tai • The frequency and nature of antibiotic resistance in bacteria. The screening of biological materials for antimicrobial activity. The environmental effects of the bacterium Acidithiobacillus ferrooxidans. • Dr. Marion Maar Community-based diabetes care and prevention research in partnership with 6 First Nations on Manitoulin Island. Research on cultural competent Aboriginal mental health services. Ongoing guidelines and best practices development for ethical Aboriginal health research in collaboration with the members of the Manitoulin Anishinabek Research Review Committee. Diabetes Research Project Development for the Wikwemikong Unceded Indian Reserve: A pilot participatory research study to determine community direction for a long-term diabetes research initiative for Wikwemikong. Aboriginal patient care. Dr. Bill McCready Dr. Brian Ross Dr. Stacey A. Ritz options to engage in research Dr. Marina Ulanova Dr. Patricia M. Smith • • Tobacco cessation. Chronic disease prevention and management translational research. Dr. N ancy Lightfoot • • Understanding the molecular mechanisms involved in the development and maintenance of hypertension. Dr. Geoffrey Hudson Social history of medicine, war and medicine, the history of disability and the development of socially accountable medical education. Dr. David Topps and Dr. Rachel Ellaway Collaborating broadly on PocketSnips micro-video clips and mobile clinical resources; high performance networking through CFI and CANARIE to aid with ultravideoconferencing, virtual reality and remote simulators; and is spearheading the Canadian Virtual Patient Collaboration. Dr. David Maclean • A better understanding of cardiovascular physiology as it pertains to the regulation of blood flow under conditions of hypoxia, vascular insufficiency and end stage disease states such as heart disease. Protein and amino acid metabolism under both normal and abnormal physiological conditions. A study of mortality and cancer incidence in Falconbridge's Timmins-based copper/zinc workers. Mortality and cancer incidence in Falcon bridge's Ontario nickel workers. A study of mortality and cancer incidence in lnco's Ontario nickel workers. Dr. Roger Strasser • • Rural health workforce, including recruitment & retention, education & training, and sustainability. Rural health services, including health service delivery models, specific clinical services and sustainability. Family practice. �,. OUR RAISON D'ETRE OUR STUDENTS THE NOSM CLASS PROFILE STUDENT SOCIETY Charter Class (entering class of 2005) In its recruitment efforts, the Northern Ontario School of Medicine aims to have class profiles which reflect the demographics of the population of Northern Ontario. As such, the School maximizes the recruitment of students who are from Northern Ontario and/or students who have a strong interest in and aptitude for practising medicine in Northern urban, rural and remote communities. In addition, as per the School's social accountability mandate, NOSM actively recruits Aboriginal and Francophone students. Average weighted GPA: Average age: Females: Males: Self-identified Aboriginals Self-identified Francophones 3.68 28.7 years 67% 33% 11 o/o 17% NOSM Student Awards and Achievements 16th Annual History of Medicine Days National Conference • Best overall audio visual: Linda Bakovic and Carolyn Stark for their paper "History of Medical Ethics and Military Medicine, with a focus on the Somalia Affair" • Best research: Anne McDonald for her paper "A Missionary in China: Dr. Jessie McDonald" • Best content and presentation: Kareem Chehadi for his paper "Psychiatric Care in Ontario's Asylums in a Comparative Context, 1890-1910" • Second runner up - Best Rhetoric: Ching Yeung for her presentation "The Changing Dynamics of the PatientPhysician Relationship: From the 17th Century to the Modern Electronic Age" Entering class of 2006 Average weighted GPA: Average age: Females: Males: Self-identified Aboriginals Self-identified Francophones 3.72 26.3 years 57% 43% 5% 21% Students from rural and remote areas of Northern Ontario or rural and remote areas of the rest of Canada 50% Students from Northern Ontario 89% Jonathan DellaVedova Adam Moir Recognized for providing leadership and support to fellow students and recipients of the Inaugural Year recipients of the Making a Difference - Student Citizenship Award 2006. Founding Dean Research Award Recipients NOSM students come from a wide range of backgrounds, are highly motivated individuals, are self-directed, thrive in a small group-based, distributed learning environment, and have a genuine interest in helping the School fulfil its mandate to increase the number of medical graduates who choose to live and work in Northern Ontario after graduation. Heart and Stroke Foundation of Ontario Summer Medical Student Awards Recipients 2006 2007 2006 2007 Philip Berardi Teresa Furtak Tracy Michano-Stewart Natalie Moreau Justin Porter Tracey Ross Tara Spicer Ella Wiebe Bruce Cook Brandon Entwistle Angela Golas Danielle Hamilton Andrea Haner Lana Potts Matt Strickland Kimberly Varty Omodele Ayeni Nicole Beauvais Brigitte Carriere Abdel-Kareem Chehadi Lyndsay McFadgen Jeffrey Middaugh Robert Pastre Lana Potts Elaine St. John Alex Anawati Abdel-Kareem Chehadi Lise Mozzon Marc-Andre Roy Tracy Michano Stewart Ching Yeung �The faculty at NOSM is a vast web of individuals (numbering more than 600 in total) who serve in a wide range of locales, hail from a variety of backgrounds, and offer a richly diverse palette of skill sets. Broadly speaking, NOSM faculty appointees fall into one of three categories: • Full-time, employees • Cross-appointed, nonstipendiary faculty • Stipendiary faculty The Medical Sciences Division consists mainly of full-time or jointly-appointed research scientists who are also engaged in teaching. Research areas vary widely, from immunology to pharmacology. There are sixteen professors in the Medical Sciences Division. The Human Sciences Division hosts 34 NOSM full and part-time faculty, plus a dozen librarians. her PhD in Plant Biology from the Swedish University of Agricultural Sciences, Dr. Lanner did postgraduate work at the Indiana University School of Medicine, where she eventually became an Assistant Professor in the School's Division of Hematology/Oncology. Dr. Lanner joined the NOSM faculty in 2004, and is currently Associate Professor of Molecular Genetics at the School's East Campus. Dr. Nicholas Escott received his Medical Degree from McMaster University in Hamilton in 1974. He was a long-time Family Practitioner in Northern Ontario before becoming a pathologist at what is now the Thunder Bay Regional Health Sciences Centre. Dr. Escott is the Section Leader for Laboratory Medicine and Pathology at NOSM's West Campus. Dr. Lanner and Dr. Escott received NOSM's Inaugural Year Making a Difference - Excellence in Teaching Award, an award that will be given annually to outstanding members of the NOSM faculty, as selected by the School's undergraduate student body. By far the largest faculty grouping at NOSM, in strictly numerical terms, is the Clinical Sciences Division, with well over 500 appointees. The vast majority of these are the Assistant Professors and Lecturers who serve as the backbone of NOSM's teaching faculty. These faculty members, most of whom are also practicing physicians, are located throughout Northern Ontario, and serve on a stipendiary basis. Faculty members share teaching responsibilities for a broad range of subjects, but most are related in some way to Northern and rural health issues. Research fields in Human Sciences include Aboriginal health, the history of medicine, and population health. Dr. Carita Lanner and Dr. Nicholas Escott are typical of the diversity and the distinction - to be found in the NOSM faculty. After receiving �A LOCAL VOICE The Northern Ontario School of Medicine spans thousands of kilometres, with two main campuses, and countless communities that are linked in some way to the School. Whether through an affiliation agreement with a community hospital or health centre, a local physician/ NOSM, or through a student placement within a community, NOSM's virtual walls touch communities in a wide variety of ways. The pervasiveness of NOSM across Northern Ontario necessitates the provision of a conduit through which the region's people and communities can have input into the Medical School's activities. A Window on Northern Ontario The Northern Ontario School of Medicine has a mandate to be socially accountable to the cultural diversity of the region it serves including: Aboriginals, Francophones, remote communities, small rural towns, large rural communities, and urban centres. Evidence of this mandate can be found in the School's curriculum, administrative structure, research program, student demographics, continuing education program, and more. NOSM faculty, staff and students do not function in a traditional medical school building. Rather the School's walls are the boundaries of Northern Ontario and at any given time an individual may be working at one of the School's two Following the School's inaugural year, ten Local NOSM Groups were created to ensure local representation within the School. The Groups provide a mechanism for both an individual community and NOSM to stay abreast of each other's respective developments. Membership of Local NOSM Groups varies, depending on the need and desire of the individual community. Generally, membership includes broad representation from faculty, community leaders, individuals, and local healthcare professionals. Groups meet on a regular basis and discuss such issues as: recruitment, retention, showcasing the community, travel, support for students, linguistic and cultural issues, and any other issue the Group feels is of importance to both NOSM and their community. Local NOSM Groups • Fort Frances • Kenora • Sioux Lookout • Temiskaming Shores • NorthBay • Timmins • Sault Ste. Marie • Huntsville • Parry Sound • Bracebridge campuses, or in a remote, rural or urban community. NOSM has affiliation agreements with more than seventy health centres and hospitals across Northern Ontario and is working on additional agreements. These agreements secure the Medical School's relationship with hospitals or health services centres and allow students, faculty and staff to become immersed in the culturally diverse region they are serving. 17 �crCC l>V· blf'f'bU' PV•nD\ L"'PPil.-"dDb/J il.Ld <JcrJ'O'O'li· CJ'q/i·O'\ l>L PV•O.o' <IU•~ Pl>rLrcu,> AL 2003 AV• L<H'AV•/i-> /\J'-.0 Pna.<C.JA•a.> VP,'CTbU'. AV• f>np L"PPA• PP.o<ILqA.:> Aq.:><1., bP<PCdr'<I•- f'<l.obCC<I•- l>V• PV•n.o' <IU•~ Lnppl:J,.-"'d.06., V·C"' /\d <lcr./'c,cr/i· 6a..nr'6·CT' f'VAJU" L"PP6-"'d.o6.,. AN ABORIGINAL FOCUS • • r<1•A•r6C• bV rLr.orc• 6P <lc./'a.V0 1>n"'d0'\ ro. f''\>"bC4·- bl"'PPd-"d.0<1·Vb• O'b' rLrq•cC<I•- ra. f"'d,'q->cC<I•- v.nb- <laJ'CTaA• PP.o<llqA., b-4 d"MA->o.> ~ <IP6· <rAnrA·a.> f'UJ\abUP> A·f'tiV·A·o.) ra. q<J<f"f"bUP> AL <laJ'o.VA· CJ'qA•e1' Vb· ra. f"l>a.rbU' A•rAV·A•l q,'A·f'AC· <lcr./"a.VA· c-rqA-a" b<l,,.<1•Vb• ra. l"-6.M,'l"AAbU.. AL l,'a.Aba" AV· q,1<1'\<l<f'bU' ra. QCT::>f'bU' llV· L"'PPti· A·f'AV·A-> Vb·n V·rt>a.V•l'bUI» l>V·a<I-> l»a.Md·>a.> PV•n.o' <IU~~ Lnppt,.,nd.oA-> b<l,,.<I•- <l<l•r'1 l>A• <1.obc>o.<I• rLnblJ.•llba\ l>ll•rAdlJ.•>l><I• <laJ'a.VA• CJq.A•a" b<I~-- 2006 PL<J·('lJ.)a.><J.:>.oQ rq-c, Pr'abU<> '\bt'rCOl'a~.o~• PCJ'<I•\ <IO'J'o.V\ CA·O'\ ro. LnPPA· <IDPQ.bQ.\ bc:rbqCCLq<J.- r,'•V PV•n.o\ <JU•~ O't'd> PAr<JaJCCLn<I•\ <lcr> <l<l-.,'1 qp,, /j.•f'11llC· <laJ'a.VA· c,1q1:J,.-o,> ill f"l>('',a' l>lJ.•r''AdA•.o<I• PV•O.o' <IU•~ LnpplJ..nd.o.A•a\ At the earliest stages, NOSM engaged the Aboriginal communities of Northern Ontario in its development. In 2003, a workshop entitled Follow Your Dreams was held to provide Aboriginal people the opportunity for input into the development of the new medical school. Participants identified the need for NOSM to be an "Aboriginal friendly" medical school that would: • • • • Encourage and nurture Aboriginal students into and through medical school. Acknowledge and respect Aboriginal history, traditions and cultures. Access the expertise and resources in Aboriginal communities. Establish partnerships with Aboriginal communities. Incorporate into the curriculum the challenges and specific health priorities of the Aboriginal communities. In keeping with these recommendations, NOSM continually aims to ensure meaningful collaboration with Aboriginal communities. In August 2006, a follow up workshop, Mii Kwen Oaan -Keeping the Vision was held. Ninetyfive Aboriginal, community and health-care leaders from all across Northern Ontario spent three days discussing opportunities to further engage Aboriginal communities into the ongoing development of NOSM. The Aboriginal Affairs Uni identifies and implements new initiatives in support of the School's commitment to Aboriginal communities. Members of the unit collaborate with Aboriginal communities, assist in the recruitment of Aboriginal students, recruit Aboriginal host communities for medical students, and advise the School's administrative bodies on Aboriginal affairs and involvement. The Aboriginal Reference Grou provides advice on research, administration and academic issues that promote excellence in higher learning and accommodate the Aboriginal world view. <IV• <laJ'a. VA•PL' l>a,'::>Oa.<I• r a. l>A•r::>a.<I• l>np A•f'lJ. V•A•a.> qJA·f'b<A·CA·C • AP Cl'dDf1-l blt><l·lJ.•('•<Jr> <JaJ'a.VA· C.-'qA-a.) ra. b,J l>n>aC• <la✓ a.VlJ.• PPD<IC<J~b' qra. <laJ'a.VA• C ✓QA•a' Ad rca..oP<l•<ll"a. AP L"'PPA· PPD<IC<l·ba... Vb· ra. f'A·CLA·C· A"'d.obr\ bAJ)<1•- <la) <la ✓a.VlJ.•PL <la> VJ'A•r::>- AV•. APV•a<J,\ en <laJ'a.V' b<I/\CC<3•l:>::>f"ba.<l-<Ca.<J- AV· q,'\,cr' bD('('bU' L"'PP/l•l"AV·A.:l ra. ll"d.o/l-> <l<l•,'1 rr.o',' l'Ll,Lb' PQ>CJA-> ra. q,1r.o',' <lcr' AV· <laJ'a.V q,' ba.<J<f"bU' l>L pcpca,>. l>V· A"d.oti"' l>t><l· lJ.·)b<I"' <laJ'a.VlJ.· CJ'qlJ.•a' PV·O.o' <JUI!~ Al br' LloAbU' fa. b<1b><l..0P<I•- UV• <lc::,U~Lb>. V·C"l:J,.-l f\l>I" a.bCV·C1' <IV· PV•nD' LnppA.nd.obr" bcrbaCC<I•- <J<l·.r1 l>CaLr<l.obCa.<J· ,o',a' l>V· Lnppt,., PP.o<ILQti"'. rr L"P:l <la.ra.V <Jnp b<I/\CLqc:J,- BIi>,' ra.. bab>a./\- l:>L PV•O.o' lnPPA•nd.oti•a' �PLEINS FEUX SUR LES FRANCOPHONES A FRANCOPHONE FOCUS Although mandated by the Ontario government to provide instruction in the English language, the Northern Ontario School of Medicine is committed to being responsive to the needs of the people and communities of Northern Ontario, including Francophones and people for whom their home language is French. The School's Francophone Affairs Unit and Francophone Reference Group (FRG) work collaboratively to liaise with Northern Franco-Ontarian communities for the purpose of identifying and responding to the needs of Francophones in the ongoing development of the School. In May, 2005, a milestone symposium entitled "Francophones and the Northern Ontario School of Medicine" was held to provide Fran cop hones the opportunity for all Northern Ontarians to learn more about the School, and to have input into its Francophone initiatives. The discussions and recommendations arising from the Symposium fed directly into final report which continues to act as a guide book for strengthening the School's partnerships with the Francophone community. A follow-up symposium will be held in Timmins in September, 2007, and will focus on recruitment efforts for Francophone students, residents and communities. Bien qu'ayant rer;u du gouvernement de !'Ontario le mandat de dispenser l'enseignement en anglais, l'Ecole de medecine du Nord de !'Ontario s'est engagee arepondre aux besoins des habitants et des communautes du Nord de !'Ontario, notamment des francophonesetdespe~onnesdont la langue de travail est le franc;:ais. L'.Unite des affaires francophones de l'Ecole et le Groupe temoin francophone (GTF) travaillent en collaboration pour assurer la liaison avec les communautes franco-ontariennes du Nord afin de recenser les besoins des francophones et d'y repondre dans le developpement continu de l'Ecole. En mai 2005, un symposium cle intitule « Les Francophones et l'Ecole de medecine du Nord de !'Ontario » a offert ataus les habitants du Nord de !'Ontario la possibilite de se renseigner davantage sur l'Ecole et de contribuer aux initiatives francophones. Les discussions et les recommandations decoulant du symposium ont ete consignees dans un rapport final qui sert toujours de guide pour le renforcement des partenariats entre l'Ecole et la communaute francophone. Un symposium de suivi aura lieu aTimmins en septembre 2007 et portera sur les efforts de recrutement d'etudiants, de residents et de communautes francophones.francophone du Nord de !'Ontario. �A MESSAGE FROM THE CAO OF THE NORTHERN ONTARIO SCHOOL OF MEDICINE The Northern Ontario School of Medicine is nearing the completion of the transition from being a startup organization to becoming an established, fully-functioning medical school. While there have been many challenges, managing the necessary aggressive growth has certainly been one of the greatest. Let me cite just a couple of examples: • When I joined what was then the Northern Ontario Medical School, or NOMS, in the fall of 2002 there was a staff complement of six. By April, 2006 that number had increased to 161 full and part-time employees, exclusive of stipendiary faculty! By June, 2007 NOSM employed 246 full and part-time employees, not to mention more than 500 clinicians with stipendiary faculty appointments. • Budgets have increased from $5 Million to $36 Million. In 2006-2007 NOSM processed a staggering number of individual payments for suppliers, preceptors, and employee travel reimbursements - 17,500, to be exact - with a total dollar value of $23.7 million. That was up 99 % in volume, and an increase of 148 % in dollar value, from the year before. • NOSM's facilities have been in expansion mode from the moment of the School's birth. Our facilities staff continually rises to the challenge of meeting the needs of a growing complement of students who learn and study across the vastness of Northern Ontario, an increasing number of staff and faculty, and the needs of our many partners whom we value. Technological equipped classrooms and state of the art clinical skills and research laboratories support the distributed education model of the School. • In April, 2006, NOSM closed its first Bursary Fund Campaign with a resounding $13 million being raised to support NOSM students in need of financial aid. A small group of NOSM staff and a host of volunteers with sheer determination worked diligently to exceed the expectations of many. The leadership of the two volunteer Campaign Co-Chairs and the support of the Development staff of the two host universities working with the School were critical success factors. Northern communities demonstrated, through their generosity, their commitment to the School. The Ontario government, Northern Ontario Heritage Fund Corporation, generously provided matching funds. With students, faculty and staff distributed throughout Northern Ontario, effective technology is fundamental to the delivery of medical education and the administrative work that supports all areas of the School. Staff of our Technology Unit continues to graciously meet the demands of ensuring that the appropriate technology infrastructure is in place so that medical education, research, community partnerships, administration and related School functions can occur anytime, anywhere. Many milestones were passed here at NOSM during the period covered by this report, but let me mention one other, the incorporation of the Northwestern Ontario Medical Programme (NOMP) and the Northeastern Ontario Medical Education Corporation (NOMEC) into our NOSM administration. As mentioned elsewhere in this Report, both of these programs paved the way for the creation of Northern Ontario's own Medical School in many, many ways, and it is inconceivable that our School would be where it is today without the pioneering efforts of NOMP and NOME( and their respective staffs, many of whom are now members of the NOSM family. The challenges of a complex organization that prides itself on numerous collaborations across a campus that spans thousands of kilometres can only be tackled by a team of talented staff who chose to join the journey. Few outside the School can fully appreciate the passion and commitment to implementing a Northern medical school, and how far beyond the call of duty the employees at NOSM have gone in order to create "a Medical School like no other." To each and every one of you - "Bravo!" - And thank you, from the bottom of my heart. Dorothy Wright Chief Administrative Officer NOSM CAO Named One of Northern Ontario's "Influential Women of the Year" NOSM CAO Dorothy Wright has been named as one of Northern Ontario's most Influential Women for 2007 by Northern Ontario Business. NOSM Founding Dean Roger Strasser expressed his delight in Wright's latest accomplishment, noting that her business acumen and contract negotiation skills have profoundly contributed to the establishment of Canada's first medical school in over 30 years. "I am extremely happy to congratulate Dorothy on receiving this prestigious award," said Dr. Strasser. "She is an inspiring example of a professional business woman, and truly deserves to be recognized for her leadership role at the Northern Ontario School of Medicine, and her outstanding contribution to Northern Ontario's public sector." CAO Wright accepted the Award at a gala luncheon held in Thunder Bay in June. Northern Ontario School of Medicine 23 �Support of student financial aid furthers the goals of NOSM students and the communities served by the School. The School's Bursary Fund provides financial aid to medical students to help them avoid incurring debt at the end of their training. The Northern Ontario School of Medicine received its first donorfunded award in 2003. The success of the School's inaugural campaign was due in large part to the energy and commitment of Elizabeth Dougall, Chair of the NOSM Board of Directors Fundraising Committee, Gerry Lougheed Jr. and Greg Pilot, Campaign Co-chairs. By May 2007, more than 2000 individuals and organizations had contributed to the School's bursaries now valued at more than $15 million. Along with the tremendous support of individuals and corporations, NOSM has been fortunate to have key community groups from across the North join forces to donate funds for the student bursaries. Contributions to the student bursary funds can live in perpetuity through the establishment of endowed awards. Endowments may also be eligible for matching funds through the generous assistance of the provincial government. Financial support for medical students is needed for years to come. With an annual intake of 56 students, by 2008 the School will have 224 students working towards their MD. The Northern Ontario Heritage Fund Corporation (NOHFC) is the largest single contributor to the School's student bursary campaign. The Corporation's $5 million in matching funds supported the School's inaugural campaign which raised $12.9 million for student bursaries, and included contributions from over 2,000 donors. 2006-290-Z J ij-DGETED SOURCES OF FUNDING The Northern Ontario School $1 ,715,000 (4.7%) $705,000 (1.9%) of Medicine operates within a ■ THE BENEFITS OF FINANCIAL AID Bursary Money Awarded Funds generated from NOSM investment income 2006 2005 $333,480 $494,594 ■ ■ Ministry of Training, Colleges and Universities balanced budget. Ministry of Health and Long-Term Core Tuition The 2006-2007 approved budget expenditures were $36,594,000; 55% of which is allocated to Other salaries and benefits, and 45% Funds from both endowments and annual awards $47,790 $74,755 Number of Bursaries Awarded 71 132 to educational, administrative, and capital expenditures. Funding received by the Northern 2006-2007, &,~ROVED BUDGET EXPENDITURE Ontario School of Medicine ■ Administrative Operating Costs "Without the NOSM Bursary Fund, many of our students would struggle to pay tuition. I know I would! Every bursary helps and it is wonderful to have so much support from the community. One day, I hope to be in a position to support future medical students as well." Ching Yeung.Classof2006 Educational Operating Costs ■ Capital Expenditures totalled $36,594,000 in 2006-2007 and is received from the following sources: Ministry ofTraining, Colleges and Universities (61%); Ministry of Health and Long-Term ■ Salaries and Benefits Care (32.4%); Tuition (4.7%); and Other (1.9%). �·r--,~ ~ ;] - OJ,\) 0-.NJW.:..C - -co I loboret Dr. Judith Woodsworth Chair, Sudbury Ron Chrysler Sudbury Dr. Peter Hutten-Czapski Haileybury Elizabeth Moore Constance Lake First Nation Dr. Fred Gilbert Vice Chair, Thunder Bay Jacqueline Dojack Sudbury Goyce Kakegamic Thunder Bay Jean Naponse Naughton Dr. Roger Strasser CEO and Secretary, Thunder Bay and Sudbury Helen Cromarty Sioux Lookout Maureen Lacroix Sudbury Michael S. O'Neill Sault Ste. Marie Hermann Falter Sudbury Jeremie Larouche Thunder Bay Tracey Ross Sudbury James Gordon Sudbury Debbie Lipscombe Kenora Lou Turco Sault Ste. Marie Sheila Hardy Sudbury Neil MacOdrum Geraldton Dr. Stephen Viherjoki Thunder Bay Fabien Hebert Hearst Dr. Neil McLeod Newmarket Brian Walmark Thunder Bay Arie Hoogenboom Dryden Dr. Dermot Mcloughlin Sioux Lookout John Whitfield Thunder Bay Austin Hunt Kagawong Dr. Bill McMullen Sudbury Dr. Jean Anawati Sturgeon Falls Dr. John Augustine Thunder Bay Liliane Beauchamp Ottawa Tracy Buckler Thunder Bay Dr. Amar Cheema Sudbury The staff at NOSM work collaboratively, sometimes across lengthy distances, to 2003-04 ensure the success of the 2004-05 School's unique distributed medical education model. 2005-06 Providing a breadth of 2006-07 proficiencies ranging from administrative and technical 0 50 100 150 200 250 support to curriculum and program development, our staff are located across Northern Ontario. NOSM began as a small organization with a handful of employees in 2002. Over the last five years, our staff numbers have increased from 37 employees in 2003-04 to our current compliment of 246 staff in 2006-07. Representing a range of professional expertise, and geographic, cultural and linguistic diversity, NOSM staff are an integral and appreciated part of ensuring that NOSM graduates physicians and supports health-care professionals with an appreciation for the distinctive realities of Northern Ontario. The NOSM and Board is responsible for the corporate fiscal governance of the School, and provides oversight of the institution's Senior Management. for Training, Colleges and Universities. Undergraduate and Postgraduate medical students and health professionals are also represented. The Board consists of 35 distinguished residents of Northern Ontario who are nominated by key stakeholder groups, including the host universities, municipal, Aboriginals, and Francophone organizations, and the Ministry The Chair of the Board serves a three-year term. The position alternates between the Presidents of Lakehead and Laurentian Universities. Dr. Fred Gilbert served as Chair from 2002-2005. Dr. Judith Woodsworth is Chair from 2005-2008. 27 �The Northern Ontario School of Medicine (NOSM) is committed to corporate, social and academic accountability, and this is reflected in the School's organizational structure. Academic Council provides the framework to ensure the involvement of the school's faculty members in all aspects of academic governance. The Board of Directors is responsible for the corporate governance, fiscal management, and appointment and evaluation of the Dean and Chief Executive Officer. The Senates of the two universities provide academic authority to NOSM. A Joint Senate Committee for the School has been established to receive academic proposals from the NOSM Academic Council. The School's The Dean is the CEO of the School's not-for-profit corporation, and as such has two distinct roles and reporting responsibilities. The Dean, as an Academic Dean, is accountable for NOSM academic activities through the NOSM Academic Council and the Joint Senate Committee for NOSM to the two University Senates. The Dean, as CEO of the NOSM Corporation, is accountable to the Board of Directors for the organization and management of the School. ♦♦ • ♦ THUNDER BAY Joint Serwte Comm1tee for the f'lo,ihern Ontorio 1 School of Medicine , Boord Comrnittees u ::E - LU t,I J Acaclemic Council Ci >"'-/ • \ • & <( CEO ~ Undcrgraduato Medico! Educa1ion Commit!- Adma:uons Re3eorch Commitlee Committao Nom1nal1ons C<>Mniiltee Foalty OM!lopment Ccmmitwto I • .... 8 :::0 -0 0 :::0 ~ m Fawlty P.omotion ond Tl!fllUf& Committeo Hoollh lntormot,on Resource Ccintre lhc,r, Committee Postgrod~e Mod,c,al Educahan C<)Rlmineo Ac:adornc Appoals Convnilt~ ♦ In addition to modules at the ~ Comprehensive Community Clerkship (CCC):Third-year students Laurentian and Lakehead spend the entire year completing a University Campuses, extensive Comprehensive Community Clerkship community-based educational (CCC) in a host community within assignments called Integrated Northern Ontario. Community Experiences (ICE) are an integral, and unique, element of the Family Medicine Residency NOSM curriculum. As such, NOSM Community Rotation {FMRC): "classrooms" are unique and often NOSM's Family Medicine Residents of non-traditional. the Canadian Shield program (RoCS) accommodates 30 residents per Aboriginal Community (CBM 106): year in its two-year program. Family At the end of Year One, students Medicine Residents undertake clinical spend four weeks in an Aboriginal learning placements in Northern community within Northern Ontario. Ontario communities. Remote/Rural Community {CBM108/110): Second year students + Local NOSM Group (LNG): Groups complete two-four week placements with local members established to in small rural or remote Northern ensure local representation within the communities at the beginning and School. end of term. TORONTO �Northern Ontario School of Medicine � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Lakehead University Collection Description An account of the resource Photographs from Lakehead University's history: people, events, and campus. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Northern Ontario School of Medicine Community Report 2007 Subject The topic of the resource Universities Description An account of the resource 2007 Community Report produced by the Northern Ontario School of Medicine (NOSM) Creator An entity primarily responsible for making the resource Northern Ontario School of Medicine Date A point or period of time associated with an event in the lifecycle of the resource 2007 Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text https://digitalcollections.lakeheadu.ca/files/original/ffe34b0f6780de04ceda9c5ba92a39f5.pdf f391e35e45dc4dbc433fd14e3640d70a PDF Text Text Northern Ontario School of Medicine �Northern Ontario School of Medicine ◄ Dr. Roger Strasser Founding Deon, Northern Ontario School of Medicine W 0 n May 31st, 2005, Northern Ontario School of Medicine (NOSM) Founding Dean Dr. Roger Strasser and Associate Dean of Admissions and Student Affairs Dr. Jill Konkin delivered precious cargo lo Canada Post Mail Carrier Joan Stevens: letters of acceptance addressed to 56 of the applicants to the School. Dr. Konkin was in charge of establishing the School's selection and admissions process. The method chosen, developed by McMaster University, involved a circuit of ten, 10 minute mini-interview stations through which potential students would rotate. The interviewer at each station was a community volunteer who had also gone through a selection process! NOSM's choice of an innovative selection process proved to be successful when one considers that from a field of nearly 2,100 initial applicants, a group of 56 Charter Class students were chosen within a few short months. Of the Charter Class -- 32 students on the East Campus ' at Laurentian University in Sudbury, and 24 on the West Campus at Lakehead University in Thunder Bay, fully 80% have lived in Northern Ontario for ten years or more. Truly, NOSM's Inaugural Year students are playing a lead role in "breaking new ground for a healthier Northern Ontario". In addition, the success of the School's Northern Ontario Bursary Fund has allowed NOSM to live up to its policy that no student shall be denied admission to a medical school due to a lack of finances. Too often Northern students have been reluctant to apply to medical schools outside the North because of cost. Thanks to the Bursary Fund, students like Nicole St. Jacques can pursue their dream of becoming a physician. Your contribution to the Bursary Fund will assist other NOSM students. Please donate now. ' I deeply and sincerely thank those who hove helped create and ore thinking of donating to the Northern Ontario School of Medicine Bursary Fund. These generous donations from individuals, companies and community groups will greatly help to relieve the financial stress that we medical students face. It is not only financial aid which I would like to thank you for; it is also the support and encouragement it signifies. To hove the community make such on investment in my future is truly touching and in return I promise to work my hardest and dedicate myself to serving the people of Northern Ontario throughout my studies as well as in the future. , , - Nicole St. Jacques, Charter Closs Student Be a part of history. Contribute to the future. The Northern Ontario School of Medicine Bursary Fund Northern Ontario School of Medicine For further information or to contribute, call 705-675-1151 ext. 3452 or 807-766-731 Oor visit www.normed.ca hether you're simply reading this magazine, or attending our Grand Opening Ceremony, or partaking in the myriad of other events planned for the Inaugural Year of the Northern Ontario School of Medicine (NOSM), all of us here at the School hope you'll catch the spirit of this oncein-a-lifetime event. The term "historic" may be overused these days, but in this case it truly applies. NOSM is just the sixth medical school in the province of Ontario, and the seventeenth in all of Canada. We are the first new medical school in Canada in a generation; the first to open its doors in more than 30 years. After our Grand Opening on Sept. 13th, 2005, we will also become, for a few months at least, the newest medical school on the planet. And, as a frequent participant in global conferences devoted to rural health education, I can tell you that the whole world is watching developments here in Northern Ontario. Our social accountability mandate; our reliance upon the North's far flung communities; our twin campus sites; our use of state-of-theart technology to deliver curriculum; our commitment to the region's Aboriginal and Francophone communities; and our dedication to pioneering innovation and research truly make NOSM "a medical school like no other." My dictionary defines the act of inauguration as "to begin or initiate under favourable or auspicious circumstances or with ceremony; to commence or enter upon (esp. something beneficial); to set in motion." Could any other two dozen words better describe what our School's Inaugural Year means for the people of Northern Ontario and the province as a whole? It's my hope that we can be celebratory over the course of this year without being overly self-congratulatory. Not because the fabulous team that has moved NOSM from dream to reality over such a short timeframe doesn't deserve approbation, it most certainly does; but because the Northern Ontario School of Medicine stands upon the shoulders of so many other institutions and individuals. I think especially of McMaster's Northwestern Ontario Medical Programme or NOMP, and the Northeastern Ontario Medical Education Corporation or NOMEC, affiliated with the University of Ottawa. These medical education networks enabled NOSM's decentralized curriculum delivery by organizing hundreds of physician preceptors across Northern Ontario. These doctors, tempered in the flame of Northern practice and by now veteran mentors, will prove absolutely essential to our success in the years to come. I think, too, of the two universities that have hosted NOMP and NOMEC, Lakehead and Laurentian, respectively. Their names are ensconced on our School crest, and without them there would be no NOSM. Lakehead President Dr. Fred Gilbert and Laurentian President Dr. Judith Woodsworth have worked long and hard to make the School a reality; this is their Year, too. A special thank you as well to the 35 distinguished Northerners who have agreed to serve on our Board of Directors. One names more names with trepidation; the full roster would fill this entire magazine, much less this page. But I must single out several of the School's most senior administrators for special mention. Our Vice Dean, Academic Activities, Dr. Dan Hunt, has brought invaluable experience and wisdom from his long tenure at Seattle's University of Washington School of Medicine to this start-up project. Dorothy Wright, NOSM's first, and so far only, Chief Administrative Officer, is the living embodiment of Ernest Hemingway's dictum that "courage is grace under pressure." And Dr. Jill Konkin, Associate Dean, Admission and Student Affairs, and her team performed brilliantly in recruiting the School's first or Charter Class of incoming students. Special credit must go, too, to a much maligned species: the politicians of the Ontario and federal governments. In a profession where a career might last only a few years, the leadership of all three Ontario political parties has given unwavering support to an undertaking that will cost more than $200 million and require a full decade before producing its first practising physician. This is true foresight and commitment to the public interest. Finally, I must acknowledge my life partner, Dr. Sarah Strasser, and our children Rupert.Jeremy, Bridget, Douglas and Felicity for their willingness to uproot their lives in Australia to allow me to help make NOSM a reality. So, let's pause, reflect, celebrate and enjoy the arrival of NOSM's Inaugural Year. We are now one giant step closer to achieving our great, overarching collective goal: improving the health care of each and every resident of this wonderful region we call Northern Ontario. A �Ma ors' Messa es Congratulations to the students, faculty, staff and Board of ,,..-<LCITY OF ~ _.,,,--Directors on the occasion of the inaugural year of the Northern .f. f f ~ Ontario School of Medicine. On behalf of City Council and the citizens Superior by Nature ofThunder Bay, I am pleased to offer a special welcome to the members of the first class. This is a celebration for all ofThunder Bay and Northern Ontario. In Thunder Bay, we have an expanding sense of community pride that comes from a series of remarkable achievements including the new hospital, new Advanced Technology & Academic Centre, new aviation training facility and now, the new Northern Ontario School of Medicine - Canada's first new School of Medicine in more than 30 years. Our pride in this new facility and its people is amplified by the fact that the School was developed in Northern Ontario by Northern Ontario for Northern Ontario. The School resulted from a group of people from across Northern Ontario corning together in support of a Made in Northern Ontario solution to physician shortage. Future physicians who work and study in the North are more likely to choose to live in the North following graduation. This unique Pan Northern School will reflect the diversity and geography of Northern Ontario. The school will attract the best and brightest students from Northern Ontario and around the world, and it will feature advanced technology to keep faculty and students connected, sometimes across thousands of kilometres. Health and Education are key economic drivers for Thunder Bay. The new School of Medicine will enhance this impact, drawing new people to Thunder Bay and creating new research and development opportunities. As a community, and as a region, we take great pride in the new Northern Ontario School of Medicine as you mark your inaugural year. Congratulations on your success and all the best for continued excellence. Sincerely, 1WJ.'1.er 3 FOUNDING DEAN'S WELCOME FROM DR. ROGER STRASSER 5 MAYORS' MESSAGES ~e,atu,.t> @ DAWN OF A NEW ERA While it may be the world's newest medical school, NOSM has deep roots in the rocky soil and turbulent politics of Northern Ontario. lnaugural's Mick Lowe chats with three of the visionaries who helped create the Northern Ontario School of Medicine. 10 LAURENTIAN UNIVERSITY 11 LAKEHEAD UNIVERSITY 12 A MESSAGE FROM THE PREMIER 13 OPENING NEW DOORS Besides its mandate to improve Northern health care, NOSM should also provide a healthy dose of economic stimulus in the region. Northern Ontario Business editor Craig Gilbert produced this overview of what is arguably the North's fastest growing employer. Northern Ontario School of Medicine The Northern Ontario School of Medicine (NOSM) is a pioneering faculty of medicine working lo the highest international standards. Its overall mission is lo educate skilled physicians and undertake health research suited to community needs. In fulfilling this mission NOSM will become a cornerstone of community health care in Northern Ontario. ~e,atu,.t> ~ RESEARCH AT NOSM Even before opening its doors the Northern Ontario School of Medicine has recruited researchers from all over the world. Their quest, as Colleen Kleven explains, is to expand the fund of human knowledge on health issues of special interest to residents of rural and northern Canada. 18 A MESSAGE FROM THE PRIME MINISTER 19 A MESSAGE FROM THE COMMISSIONER OF OFFICIAL LANGUAGES ~ THE ABC's OF AN MD Perhaps more than in any other area, it is NOSM's curriculum that will distinguish it from most existing medical schools. Laura E. Young provides an in-depth look at the theory and practice of the program that aspires to produce the world's best trained practitioners in rural and remote medicine. 24 ~---~.:s'""Ecole de medecine du Nord de l'Ontario L'Ecole de medecine du Nord de !'Ontario (EMNO) est une pionniere en son genre et repond aux plus hautes normes internationales. Sa mission generale consiste former des medecins qualifies et entreprendre de la recherche en sante fondee sur les besoins de la communaute. En s'acquittanl de cette mission, l'EMNO deviendra une pierre angulaire des soins de sante communautaire dons le Nord de !'Ontario. a ~e,atu,.t> a IT TAKES A VILLAGE ... A compendium of the collaborators - funders, governance bodies, and partners - that have made NOSM a reality. 26 ...TO TRAIN A HEALER Northern youth have often faced an insurmountable obstacle to a medical education: the cost. With your help the NOSM Busary Fund hopes to change all that. Lynn Peterson P•'vn.D' <l'U~6<' L"P'P·6 6"d.D·6' bt>r t>a.•rbU' 9t>r <1.D'PrbU' L"P•P L-<1- '"V'C·b' r r'·'v•br '. <1 P6·'v 'J' t>a.•rba-·<1' rP• P.D'<l L·6·C b<1.br-<1 - L"P•P·6a-a-·<1 ' r Q. 96S <1.'6",' 9t>r r .D''.' <t6S <J.D'bU ' r .D <1~·6' CJ'•9·6a-'. P•'vn.D' L"P•P·6 6"d.D·6' L·<1 - Ca-b-u'C·b' 9t>r b<1.·'v'C·b' r .D <1~·6' CJ''9·6a-' P•'vn.D' <1'U~6<'. Lynn Peterson, Mayor - City of Thunder Bay ,::,:. .,.I ~!""ter C '1-' ) SUuul 1nT A dream becomes reality! The Northern Ontario School of Medicine is like no other. Anchored ~ -.... J in two great Northern communities - Greater Sudbury and Thunder Bay -with links, both fibre optic and human, to scores of other communities in between - it's a learning and research centre created by Northerners, for Northerners; open to the world. This joint venture of Laurentian and Lakehead Universities mirrors who we are and where we live in rural, urban and sometimes isolated communities, with significant Francophone and Aboriginal populations. It addresses our aspirations for the future - career opportunities for our young people; retaining doctors in our communities; better health care; better health. It reflects our values and our way of life - the importance we attach to teamwork; our love of community. It showcases our capacity for innovation - our use of information technology to connect with one another; to connect with the world. We have many to thank for this new and vital resource - our medical professionals, for seeing a better way to safeguard our health; our educators and community leaders, for making sure Northerners have the same benefits and opportunities as those who live in the South; the members of the school's Board of Directors, for their vision and stewardship; the School's faculty and first students, for leading the way. Together, these and countless other groups from across our region have worked together to build an institution that will serve the citizens of Northern Ontario for generations to come. And they've done so in a manner that's distinctly Northern - with the determination of a frosty winter; with the clarity of a wilderness lake; with the strength of the Canadian Shield. On behalf of the citizens of the City of Greater Sudbury, kudos to you and to those who will follow in your footsteps. Best wishes, Grand Dave Courtemanche, Mayor - City of Greater Sudbury 2005 - 2006 • Inaugural 5 �M.L. I would like to start with Dr. Augustine, because I suspect his memory of this project is the longest. Tell us, what is the earliest conversation you can remember having about the need for a medical school in Northern Ontario? J.A. The very first indication I had was back in 1968 when they were opening McMaster Medical School. Glenn Sawyer, the well known secretary of the Ontario Medical Association, contacted the Thunder Bay Medical Society because they were looking around for a possible sixth medical school, way in the future, of course. So the then President of the Thunder Bay Medical Society got in touch with me and asked me what I thought. I said: "Well, gee it sounds interesting." So this filtered around for a while and in the spring of 1969 we actually held some meetings and wrote some letters and phoned around. But of course nothing really came of it. M.L. Can you quickly run forward through the 1970's and 1980's as to what transpired? J.A. Out of our three meetings held in the spring of 1969, we got in touch with John Evans, the first Dean of McMaster Medical School, whom I happened to know from my post-graduate training in Toronto in the 1950s. As you may know McMaster Medical School had a lot of young innovative medical faculty. They were looking for outlying areas for their undergraduate students to gain some real hands on experience. Out of this arose the Northwestern Ontario Medical Programme (NOMP). I was appointed the first chair of this plan, whereby undergraduate medical students and some post-graduate medical students would come for one month to two or three months and work in Northwestern Ontario. It became very, very successful. Well along came Robert McKendry, in August 1999, appointed by the then Ontario Minister of Health, Elizabeth Witmer. He had 37 suggestions on how to improve medical care in Ontario, one of which was to develop a new medical school. Of course, that fell on eager ears in both Sudbury and Thunder Bay and that is how we came onto the stage. M.L. Now McKendry, there's a name that resonates, even for a casual follower of the news. Though by the time that commission was appointed, people at Laurentian Univer- sity in Sudbury had been in this game for some years, am I right, Geoff? G.T. Well, picking up the story from John, we did not have quite the length of history, but in the early 1990s when the family medicine residencies were established to develop residencies in Northern Ontario, that led to the development of the Northeastern Ontario Medical Education Corporation, NOMEC, through the University of Ottawa. I sat on the NOMEC board so I saw a huge growth in interest in medical education amongst a network of doctors throughout the North. All of the doctors who were taking stu- dents got interested in medical education. Historically, doctors have always seen, as part of their function, to teach as well as to deliver health care, and I think Northern doctors took that very seriously. I think the success of those early programs was a tremendously important stimulus. M.L. Geoff, we should say that at your initial appearance on the board of NOMEC, presumably you were a representative of Laurentian University? G.T. I was, and it is interesting that in those early days the connection between the physic on tin ued on o e 8 �continued from poge 7 cian community and the university was not very close. Doctors are fiercely independent people and so part of my job was to build a bridge between the university and NOMEC. Medical schools are not like any other university programs. They are managed through the academic setting, but to a large extent, most medical education takes place outside of your institutional walls such as in your clinical context, in community hospitals, or major hospitals that are outside of the university. I came to understand that the right relationship between the university and the medical community was important in building confidence, that we could do this in the North and we could do it right. That is a very important point Geoff, because the attitude in the 1960s and 1970s in the medical, educational sphere was 'What could a student possibly learn from a doctor in Sudbury or Thunder Bay?' The medical schools were the repository of all knowledge. It brings to mind that we had a Chief of Surgery at the University of Toronto and at the Toronto General Hospital in the mid-1960s who was called upon at a coroner's inquest and one of his statements was: "Well north of 401, there really is no competent medicine performed in Ontario." J.A. G.T. Fighting words! Which were fighting words indeed! But the attitude has all changed for the better today. J.A. M.L. Goyce Kakaegamic, you come from communities very far north of the 401. Tell us about your initial involvement with the medical school, and why it is so important from where you sit? G.K. First Nation communities in Northwest- ern Ontario I think are some of the most underserviced citizens in Ontario. In our communities we have no resident doctors whatsoever. We do have nursing stations in some areas, but some of them do not even have a nursing station or nurses resident. We are struggling with a high rate of diabetes and high rate of suicides, which dramatically exceeds national averages. Since 1987, we have lost close to 300 of our young sons and daughters to suicide. We believe that access to medical attention in our communities is decreasing. I believe the shortage of doctors and professional specialists is one of the reasons why 8 Inaugural • 2005 - 2006 that is happening. Our people do not even have the basics that we take for granted here. Canada likes to take pride in itself as one of the best countries to live in and yet if these same standards, which the United Nations uses to determine that Canada is one of the best countries in the world to live in, were applied to First Nations in Northwestern Ontario, our country would be more rated with the Third World countries. The lack of health care would be one of the key factors. I do not think it is too strong of a statement to make that many lives in First Nations in our territory and even in the Northwestern Ontario communities will depend on the availability of qualified doctors and specialists. That is one of the reasons why we got involved in it as the Nishnawbe-Aski Nation (NAN), in the dream of a medical school in Northwestern Ontario. We took a proactive role to ensure that a Northern Medical School becomes a reality, a real Northwestern Ontario school in Thunder Bay. We were thrilled that Thunder Bay became a part of it. M.L. What would you like us to touch on Implementation Management Committee whose task it was to produce a business plan and at that point we set the wheels in motion of hiring the first Dean. So in April and May 2002, Roger Strasser was brought on board. He did not actually get here until August 2002. If you think August 2002 and we are now in August 2005, that is three years putting a whole new staff, putting a whole new curriculum together and getting the school up and running, that is astounding. I think that all of the people that were involved in that deserve a great deal of credit. M.L. Goyce, if I ask you to name some of the people whom you think deserve recognition in making this dream, as you put it, a reality, who comes to mind? G.K. I have to echo Geoff's comment on Dr. Strasser. I think a lot of credit and acknowledgement has to go to Dr. Strasser for making this dream a reality through his leadership. Of course, right now he has excellent staff and we are working with vibrant board members. for posterity? I want to reflect a little on some of the people I think have been really key. I have learned a huge amount from physician educators that I have encountered in this process. First of all, Dr. John Augustine opened up doors for us that brought a depth of experience to our early work that was extraordinari- G.T. I have one thing that I would like to talk about as someone who is not involved anymore. I am full of admiration for the amount of work that has been done since the early days, and I am looking at my schedule here. They established in the fall of 2001 the G.T. www.normed.ca ly helpful. For myself personally I learned a we got Roger Strasser in place. He brought a great deal from a couple of Sudbury doctors, lot of experience of how medical schools opDr. Bill McMullen and Dr. John Mulloy. Dr. erate and was particularly influential in deterMcMullen led to the development of NOMEC mining our governance structure. The School and was a key figure in driving forward this is the only school in Canada that is established process through from the Sudbury end at as a distinct legal entity connected academileast in getting a sense that yes; physicians in cally to two universities, but it actually is established as an independent and is funded directly Sudbury could become a medical faculty. Miriam Macdonald of NOMEC was a from the government with representation from huge eye opener to me to see how much could the university and from committee groups on be done and how proud people become of its board. I think this was as a result of Dr. making things work. When we actually devel- Aberman's intervention. oped the proposal for the northern school, we One more group of people that I would got some excellent advice from Jim Rourke. like to mention because they don't get talked Jim was a faculty member at that time at the about very often, and they often get berated, University of Western Ontario and was a lead- are the civil servants involved. I am thinking ing figure in the Canadian rural health scene. particularly of George Zegarac, who was at He was a leading advocate of rural medical that point the Director of the Health and Hueducation. He ran a program out of Western. man Resources branch at Ministry of Health He influenced us enormously, in fact he wrote and Long-Term Care, Caroline Abrahams, a lot of the key components of the medical who worked closely with the expert panel education parts of the proposal we put into and subsequently Kevin Costante, who was the expert panel. He and Tom Scott were ad- the Deputy Minister of Training Colleges visers to us, so they put in a lot of work and and Universities who helped the actual birth gave us, I think, the orientation towards rural of the process. I remember the Deputy Minmedical education that Roger has now taken ister of Northern Development and Mines, up and that represents his area of expertise. Cam Clark from Thunder Bay was quietly Also, I worked very closely with John very helpful in this project. Whitfield who was my counterpart at Thunder Bay. And I know that two Chiefs of Staff at the J.A. We also have an outstanding CAO that hospitals, David Boyle from Sudbury Regional is Dorothy Wright who has come from the Hospital and Blair provincial government Schoales from Thunand has done an exder Bay were enorceptionally good job. ' ' One thing I learned mously helpful in I would also laud both from this process presidents of Laurenpushing this forward. Last but not least, tian and Lakehead is that working in there were some politiUniversities because, solitude will not cians who did this. You although it is a great have to give credit, feather in their cap end our isolation.'' whatever your political perhaps, it is a feather - Goyce Kakegamic stripe, to Mike Harris' that has taken a lot of government for taking adjustment and strain what at the time was a pretty bold step. His gov- to get in place. I would also mention someernment did that and it may have been an is- thing that we call the National Advisory Board sue close to Mike Harris' heart. His Minister of and that was headed by Dr. John Evans who Health at the time, Elizabeth Witmer, and her I mentioned earlier was the first Dean at Mcsuccessor, Tony Clement, took a step that not Master University and has a wide attachment many other jurisdictions have taken of creating to many health issues in Canada. Dr. Robert a new school in a rural environment. It took McMurtry, he was the immediate past Dean of some courage to do that. Medicine at Western and was in the DepartWe got an enormous amount of help from ment of Health or Ministry of Health in OttaArnie Aberman, we might think paradoxically, wa. Locally in Thunder Bay, Ken Boshcoff was since Arnie was the former Dean of Medicine the mayor of Thunder Bay and very vigorous at the University of Toronto, the biggest medi- in his support as was the entire Northwestern cal school in the country and the most urban Ontario Municipal Association. medical school in the country. Here he is, serving as a consultant dean in the period before G.T. A couple more people have come to mind. In the later iteration of the business plan, Jim Gordon, then mayor of Sudbury played an important role in chairing that committee. The mayors of Thunder Bay, Timmins, Sault Ste. Marie, Sudbury and North Bay got together and went down to meet with Elizabeth Witmer. The mayors played a pretty important political role in making sure that this happened. I think they deserve credit for that. I also would like to mention people who worked very closely with me at the university who did a huge amount of work on the proposal. I particularly want to acknowledge the work of Ann Pegoraro, who worked with me as a developer, who did terrific work in getting funding in and making sure that a lot of the proposal was kept together. Ann Moro and Diane Moncion worked out of my office. We had a great little team who put a lot of energy and a lot of heart and soul into it. A number of them are still with the school, but they did the leg work and I remember them with affection. M.l, I want to shift gears a little bit now and turn back to Goyce. Let's say 10 years from now, how do you think the Medical School will have changed your constituency? G.K. One thing I learned from this process was the comment working in solitude will not end our isolation. We missed a lot of opportunities until we came out as Aboriginal people with our rural neighbours. We were able to do great things that will benefit all our people and rural people. My approach to resolving issues always has been of one informed decision working in a cooperative partnership mode, not a competition. One thing I learned from this experience is we can go into other issues. One thing that all First Nations encounter is the sustainability of our communities' economic base. We have to get away from this economic dependency and handouts from the government. I have been trying to pass a resolution by the Chiefs' Assembly that we need to dialog or have some sort of protocol of First Nations and their municipality leadership. I think in order to do that we need the support of our partners. That is what excites me; I think that it is possible. It is not a political conflict, it is a conflict of two different cultures and certainly we are not immune in Canada. Look what is happening in Quebec and I hope that conflict stays in the political and legal arena. But you know, I think we are not immune to that in the North or Northwestern Ontario. We need to work together. It excites me what we did and that there are other challenges we can tackle here. A 2005 - 2006 • Inaugural 9 �Laurentian University Un iversitelaurentienne C omptant plus de 8 200 etudiantes et etudiants a temps plein et a temps partiel, l'Universite Laurentienne est un reflet du Canada. C'est l'une de deux seules universites bilingues du pays, qui compte aussi une importante population etudiante issue des Premieres nations, ainsi qu'un nombre croissant d'etudiantes et etudiants etrangers. La Laurentienne offre une experience educative personnalisee et marquee par le soutien. Elle tire aussi profit des elements uniques lies a son emplacement geographique, mise sur Jes aspects uniques de ses gens, et cette experience est manifeste dans son devouement envers l'apprentissage. Nos programmes (plus de 90 de premier cycle, 18 de maitrise et 4 de doctoral) et nos travaux de recherche refletent la diversite de notre population etudiante et de notre personnel enseignant. La Laurentienne offre diverses occasions uniques d'enrichissement personnel et professionnel et d'epanouissement communautaire par l'entremise de la decouverte et de la transmission du savoir. La mise sur pied de la premiere ecole de medecine depuis 30 ans au Canada, fruit d'un partenariat unique entre la Laurentienne et l'Universite Lakehead, est un bel exemple de notre engagement al'egard des questions relatives ala same en region nordique et rurale et de notre volonte acollaborer avec nos partenaires devoues. A l'Universite Laurentienne, on bouge. L'augmentation du nombre de nos programmes, de nos inscriptions et de nos activites de recherche, de la construction sur le campus, de nos partenariats et des dons temoigne de nos progres importants et continus. A Apprendre, naturellement. Learning. It's in our Nature. ith more than 8,200 full-time and part-time students, Laurentian University is a mirror of Canada itself. Laurentian is only one of two bilingual universities in the country, with a significant First Nations student population and a growing number of international students. At Laurentian, we offer an educational experience that is personalized and supportive. It also capitalizes on the unique aspects of our geography, our people and is reflected in our dedication to learning. Our programs (more than 90 undergraduate, 18 master's and four doctoral) nd research reflect the diversity of our students and faculty. Laurentian also offers a variety of unique opportunities for enriching personal, professional and community growth through the discovery and transmission of knowledge. Developing Canada's first new Medical School in more than 30 years, in a unique partnership with Lakehead University, is a solid example of our dedication to northern and rural health issues and of our willingness to work collaboratively with dedicated partners. Laurentian University is on the move. Our growth in programs, enrolment, research activity, on-campus construction, partnerships and donations attest to our continuing and significant progress. A W 10 Inaugural• 2005 - 2006 www.normed.ca -- -- Ranked Canada's - - - -- ongratulations to all those who have contributed their expertise, time, effort, money, support, and influence to the establishment of the Northern Ontario School of Medicine. This is an historic moment in the annals of Northern Ontario, and a truly remarkable feat that honours the commitment and perseverance of the people of this region. Lakehead University is proud to be home to the west campus of the Northern Ontario School of Medicine. There will be 24 students of the School on Lakehead's campus starting in August 2005. During their time here, these students will be a part of Lakehead University's vibrant campus. Lakehead is one of Canada's more exciting comprehensive universities with enrollments of under 10,000. It has been ranked by Maclean's as Canada's #l in Value-Added for three years. Known for its strong leadership and commitment to students' needs, Lakehead has earned a reputation for innovative programs and enriched learning opportunities. C Unique Student Experience With a campus backyard that includes the Canadian Shield and the world's largest freshwater lake, many programs in Environmental Studies, Anthropology, Biology, Forestry, Geography, Geology, Kinesiology, and Outdoor Recreation, Parks & Tourism utilize this natural laboratory. Northern socio-economic problems are addressed in Lakehead's Gerontology, Sociology, Business Administration, Social Work, Nursing, Psychology, Indigenous Learning, and Teacher Education programs. # 1 Value-Added Universi!l The Thunderwolves hockey team plays regularly in front of thousands of fans at the Fort William Gardens, while other varsity programs compete at the CJ. Sanders "Thunderdome" on campus. In early 2005, the Hangar, a new $6-million athletics facility, was opened. Economic Impact on Northwestern Ontario In 2003-2004, Lakehead had an economic impact of $215.1 million on the City of Thunder Bay. With 1,600 employees, Lakehead University is one of the largest employers in the region. It makes a significant contribution to the region in the form of technology transfer through its many research centres. Lakehead researchers working in collabora- tion with the staff, faculty, and students of the Northern Ontario School of Medicine will create further opportunities for economic, social, and cultural growth. Meeting the Needs of Aboriginal Students Northern and Native issues are on the research agenda of many professors at Lakehead, and these issues form the nucleus of some undergraduate and graduate programs. Lakehead offers specific academic programs designed to meet the needs of Aboriginal learners. Aboriginal Cultural and Support Services help to ensure that students learn within a culturally sensitive and welcoming climate on campus. A LAKEHEAD UNIVERSITY· 955 Oliver Road A Thunder Bay, ON P7B 5E1 Tel: (807) 766 7300 A www.lakeheadu.ca �Ontario Premier of Ontario- Premier ministre de !'Ontario T he people of Northern Ontario So far NOSM has acquired $6 milare not the only ones who stand lion from the federal government to to be healthier once the North- help build the School's research caern Ontario School of Medi- pacity. This money has gone into the cine (NOSM) gets down to work. The purchase of specialized equipment for North's economy will receive a healthy both sites, an investment that will aldose of economic stimulus as well, low NOSM researchers to engage in through the design, construction, and specialized work, and to attract even ongoing operation of Canada's newest more research dollars to the North. medical school. Dr. Greg Ross, NOSM's Associate The School has received a total of Dean, Research, would be very pleased $95.3 million in start-up funding from to attract $4 million in research grants the provincial government. About between the two campuses. "That's am$32.9 million went toward the con- bitious, but I think we can get there." struction of the campuses in Thunder Some of the work to be performed at Bay and Sudbury, creating dozens of NOSM could have significant economic jobs in both cities for the duration of impact if it can be commercialized, acthe project, according to NOSM CAO cording to Dr. Ross. Bio-prospecting, or Dorothy Wright. That left $62.4 mil- the search for new therapeutic agents, lion for start-up operational expenses. for example, holds significant promise. "When we finish our start-up monDr. Ross plans to use technology to ey, we will have ongoing funding of screen and cross-reference vast librararound $21 million per year, in addi- ies of compounds, literally hundreds of tion to what funds may be coming in thousands of them, in the search for new from research and from other specific medicines for maladies such as hyperteninitiatives," Wright explains. sion, or cancer treatment. As of Aug. 1, the School had around "It's modern drug discovery," he says. 100 academic and administrative full- "It's what pharmaceutical companies time staff. When the School is going have been doing. It (the libraries that full-bore it will employ in the neighbour- researchers create) could be a great hood of 500 to 600 people. But as Wright spin-off from an economic development points out, the economic benefits to the point-of-view." North do not stop there. Research, and Gary Polano, NOSM's Project Managresearch money, is a significant part of a er, Research and Innovation, was the genmedical school. "Its economic impact is eral manager of the committee that wrote not to be underestimated." the original business plan for NOSM. On behalf of the Government of Ontario, I am delighted to congratulate the students, faculty, staff, volunteers and Board of Directors on the opening of the new Northern Ontario School of Medicine (NOSM). Our government recognizes that health care professionals do tremendous work every day and are essential to maintaining a healthy and strong society. Their dedication to the well-being of others is second to none - and making sure they have the most current and comprehensive education and training is a priority for our government. The opening of NOSM - ajoint initiative between Lakehead and Laurentian Universities - is a huge step in building a stronger health care system in Northern Ontario. By investing in the education and training of the next generation of doctors, we are increasing access to care, shortening wait times and helping prevent illness by promoting healthy living. I am confident that NOSM will distinguish itself as a leading faculty of medicine and will become a cornerstone of community health care for the North. Our government is proud to have been a partner in this important project. We are helping to ensure that Ontario families have access to a doctor of their own, when they need one, close to home. We recognize that, in the vast North, this is especially crucial. NOSM will mean more doctors and better access to health care for people across the province and, especially, in Northern Ontario. To the students, faculty, staff, volunteers and Board of Directors of the Northern Ontario School of Medicine: please accept my sincere best wishes for much success in your inaugural year - and in the years to come. ~u~ Premier 12 Inaugural • 2005 - 2006 www.normed.ca From that came a project aimed at exploring the potential for growth in the health research sector in Northern Ontario in terms of economic development. A year ago, former Sudbury mayor and current NOSM board member Jim Gordon took the reins of a sub-committee charged with exploring the job creation potential of these research and innovation activities. A final report is expected near the end of September. It will offer recommendations on how to build on the existing health research sector in smaller communities and larger centres across Northern Ontario. The sector is ripe for the picking, according to Polano. "It is growing across Canada and the federal government is going to invest in that sector. We want to take advantage of that." The School is a greatjumping off point for such initiatives and activities, he says. He adds that though he can't divulge the contents of the report, he can say it contains good forecasts and solid models in terms of the impact of the School. The School has generated an incredible sense of optimism, according to Dr. Fred Gilbert, President of Lakehead University. "It's not just about health care in the long term, it's about a linkage with economic development." As Dr. Gilbert concludes, the wonderful thing about NOSM is that it will to pay dividends for decades to come. It truly is an investment in the North's future. A �T esting the breath for pre-disposition to cancer, eliminating cancer cells at the molecu lar level, removing resistance to drug treatments and guided tours inside the brain; these are just some of the cutting edge projects being undertaken by researchers at the Northern Ontario School of Medicine. Scientists from all over the world have made their way to NOSM, and it is fully expected that their efforts will soon establish Northern Ontario as a centre ofworld-dass medical research. Canada's newest Medical School intends to instill an atmosphere of support and respect for research activities, and to support these efforts with the latest in technology. NOSM researchers are already utilizing the breathtaking benefits of the Virtual Reality Laboratory (VRL) at MIRARCO. Located in the Willet Green Miller Building at Laurentian University in Sudbury, the VRL has a 22-foot wide, 12-foot high concave screen providing 3-dimensional stereographic imaging linked to a data sensing, monitoring, database storage and processing facility. Previously utilized solely by the mining industry for engineering purposes, medical researchers at NOSM have recently discovered another use for this $1 million data visualization facility. Dr. Gregory Ross, Associate Dean of Research at NOSM, explains how medicine and mining are able to share technologies. "Min ers use virtual reality to look at a mine shaft in 3-dimension. Medical researchers can use this technology to look at blood vessels in a brain in order to conduct stroke research. This is spacial data . Researchers use their own software for their specific applications. Mining and medi cine can share the hardware at MIRARCO." Campuses at Laurentian University in Sudbury and Lakehead University in Thunder Bay also offer NOSM researchers valuable data analysis resources through access to the "super computers" at the two universities. Help has Arrived There is a palpable level of excitement among NOSM researchers. These fifty highly respected faculty researchers come from all over the United States and Europe. Many of the Medical School's researchers are repatriated Northerners who are thrilled that NOSM has provided this opportunity for them to pursue their ca reers in Northern Ontario. Dr. Tom Kovala, Associate Professor of Bio chemistry at the school's East Campus, spent nine years in the United States after completing his schooling in southern Ontario. His enthusiasm at being back in the North is evident. "There is a lot of research going on here, and it is great to be able to get involved in that. I grew up here. I have family here. I love the area. It's not very often you have the opportunity of being in on the ground floor at the beginning of a new school. In most institutions you are filling in a slot. Here you can really feel like you are doing something to make a direct contribution to the North." �to health care. It frequently triggers an Every medical school values research, how- increase in depression symptoms while ever the decision to integrate research into affecting self-esteem and quality of life. Dr. Michel Bedard is Associate Professor its curriculum is one of many reasons the Northern Ontario School of Medicine is in the Human Sciences Division at NOSM's West unique. In choosing to deliver a four year, Campus. He is also Canada Research Chair in eight month program rather than the alter- Aging and Health at Lakehead University. Dr. native three year, twelve month course of Bedard's research into driving cessation is spestudy, NOSM will also provide students with cifically designed to help understand the cognithe option to work in research laboratories tive mechanisms that support safe driving and in the summer. to look at potential interventions to minimize Research is woven into the very fabric of these issues. Dr. Bedard emphasizes the importhe institution; it can be found in the School's tance of the research being done here. "In some vision and mission statement and in its guid- types of research it doesn't matter where it's being principles. Dr. Roger Strasser, Found- ing done, but many issues in the North are quite ing Dean of NOSM, explains: "The pri- different. For rural residents, loss of driving camary reason for having the school is to help pacity often necessitates an unwanted move to a improve the health of people in Northern larger urban centre. By doing the research here Ontario. The way to do that is to look at the we make it relevant to issues of the North." factors for improving their health. The way In some instances, conducting research to do that is through research - quality re- in a Northern setting greatly assists the posearch that addresses questions regarding tential volume of data collection. Such is the health of people in Northern Ontario. the case for Dr. Gregory Ross. His work as This is why we're here." a physiologist in the area of neurodegeneraDr. Gregory Ross agrees. "Research is tive disease has led him to research aimed at one of the more exciting aspects of all of our identifying environmental factors that may jobs. We will be encouraging and fostering contribute to Parkinson's, Alzheimer's and an attitude of inquiry that involves research. ALS disease. The NOSM Associate Dean Our medical educators will always be asking for Research is exploring the link between the question, 'Is there a better way that I can metal ions in water and the formation of sedo this?' Don't just assume. Get evidence nile plaques, which are found in the brains of to support your theory/ belief. This way of Alzheimer's patients. He samples fish from a thinking will foster a research attitude. This substantial number of Sudbury area lakes to is an attitude we will encourage." study the pathology of their brains. Thanks to the wealth of historical data that has been Focused on the North Researchers at NOSM are focused on collected in Greater Sudbury because of the asking questions that directly affect North- mining and smelting activity in the area, Dr. erners. In rural communities the effect Gregory Ross can frequently determine what health has on lifestyle is obvious when a metal ions (copper, zinc or aluminium) each Northern senior can no longer drive safely. fish has been exposed to over its lifespan. Driving cessation affects mobility and access Many of these fish are 20 years old. By cor- Attitude of Inquiry relating this data with information collected regarding senile plaques, he can in effect conduct a 20 year study. This would be impossible to do elsewhere. In Thunder Bay, Dr. Brian Ross, Associate Professor of Pharmacology in the Medical Sciences Division of NOSM, is turning the simple act of exhaling into a fascinating study with potential implications for cancer patients. This interest in breath research stems from the many benefits of breath analysis in screening for diseases. Breath analysis can detect high ketone levels in an undiagnosed diabetic, and high isoprene levels in a patient whose liver is producing too much cholesterol. Breath research has major implications for patients with undiagnosed lung cancer, as Dr. Brian Ross explains. "One thing definitely in your breath is all the chemicals from your lungs. What we have noticed over the years is that lung cancer tumours in cell cultures in the lab give off odd gases that can be detected. You don't generally see cells giving off these gases." West Campus will soon have a highly advanced machine called Selected Ion Flow Tube Mass Spectrometry (SIFT-MS). This machine detects gases at the low levels necessary for study. It will do this in approximately one minute as opposed to the 45 minutes the previous technology needed to analyse one breath sample. .. According to Dr. Brian Ross, "SIFT-MS is holding out the promise that this will become a much more utilitarian technique. I will study samples taken from patients with diagnosed lung cancer in various stages (before and after their treatments) to see what chemicals are at higher levels. These can be used as a marker. The machine data will be computer analysed to scan for new markers we can detect and look ecule, it must be held in place through electrostatic interactions and hydrogen bond. By using the virtual reality visualization facilities (VRL) at MIRARCO, we can see how well the key fits and holds." In order to fully implement all potential resources, the Northern Ontario School of Medicine has also formed strategic collaborations involving several local health and educational institutions including the Sudbury Regional Hospital (HRSRH) and the Northeastern Ontario Regional Cancer Centre (NEORCC). This seamless collaboration has resulted in the creation of joint appointments for a number of their valued medical researchers including Dr. Amadeo Parissenti. At the NEORCC, he is Chair in Canfor in at-risk patients. The ultimate goal is to cer Research for the Regional Cancer Program of the Sudbury Regional Hospital. At NOSM's stop people from dying oflung cancer." East Campus he is a Professor in the Medical Sciences Division and Co-ordinator of the BaWorking together Works At NOSM's East Campus, Dr. Tom Kovala, sic Sciences curriculum. Dr. Parissenti's research work includes Associate Professor of Biochemistry, is undertaking cell biology studies involving the the study of drug resistance in cancer cells MAP Kinase Cascade (the signal pathway a and the study of Protein Kinase C in cancer healthy cell must follow in order to develop induction. Research to identify agents able normally). MAP Kinase is a regulator of cell to circumvent drug resistance received approliferation and growth that is found within proximately $450,000 in funding from the all healthy cells. When MAP Kinase is turned Ontario Cancer Research Network. His ef"on" all the time, in the case of cancer, the forts in understanding how cancer is initiated normal response of apoptosis (programmed through the activation of certain members of cell death) is not working. The unhealthy the Protein Kinase C family have received two grants of approximately $250,000 from cancer cells are left to multiply unchecked. Dr. Kovola is concentrating on Extra Cel- the Canadian Institute of Health Research. lular Signaling Regulated Kinase (ERK) inThinking Ahead hibitors that will turn "off" the MAP Kinase. Collaboration is one thing, duplication "We are looking at a small molecular compound (a drug) that specifically inhibits MAP is another. As Dr. Gregory Ross points out, Kinase in breast cancer cells. If we can block "There is also an enormous amount of high that pathway, the cells from our preliminary technology that goes into research testing. research indicate that they are sensitized to We, as a medical school are a kilometre down apoptosis. It's a long road before this can be the street from the cancer centre. It would be used to treat patients but it's got a lot of po- foolish for both institutions to make a major purchase without discussion. Before we invest tential application." in any piece of equipment, we seriously look In conjunction with this work, Dr. Greg at whether or not we need to own it or if we Ross and Dr. Gerardo Ulibarri, Assistant can share it. We are in constant communicaProfessor in Medicinal Chemistry at the De- tion with the NEORCC." There is truth in the statement that partment of Chemistry and Biochemistry at Laurentian University, are working to test po- "institutions don't do research, researchers tential drugs for selectivity (to eliminate side do research." Through its focus on research, effects) and potency (the strength of interac- and its relentless search for the best researchers in the field, the Northern Ontario School tion with the molecule's protein). A drug must fit into an "active site" through of Medicine provides the infrastructure molecular interaction in order to trigger the to allow Northern Ontario to expand its repnecessary effect. As Dr. Ulibarri explains, "I utation for doing world-class research. These make the drugs and Dr. Gregory Ross tests are exciting times for medical education them. It's like fitting a key in a lock. If the in Northern Ontario, and it is all strictly drug is introduced and absorbed by the mo!- non-fiction. ~ .. �The Commissioner of Official Languages Commissioner of Official Languages I would like to offer my most sincere congratulations to the number of people who helped bring about this important moment in the history of Northern Ontario. Because it was conceived by people from the region, the new Medical School takes into account regional realities. It makes full use of innovative information technologies to support a network of contributors spread out across the vast territory of Northern Ontario. This school belongs to everyone who lives in the North, whether they live in urban, rural or remote areas, and whether they are Anglophone, Francophone or Aboriginal. In this spirit, as Commissioner of Official Languages, I am particularly pleased about the measures that were taken to support future health care professionals who wish to practise in the two official languages, and about the fact that the distinctive characteristics of the Franco-Ontarian community were taken into consideration from both the education and research standpoints. I have no doubt that the Northern Ontario School of Medicine will prove to be an invaluable contribution to the development of the region. Reducing the shortage of health care professionals, developing methods of health care delivery that are adapted to the realities of Northern Ontario, and helping to diversify the economy of the region are all challenges that you will be quite capable of meeting. Who knows, perhaps today you are laying the foundations of an institution that will become an inspiring example for other regions grappling with similar issues. • CANADA PRIME: MINISTER· F>REMIER MINISTRE I am delighted to extend my heartfelt greetings and congratulations to the faculty, students and staff of the Northern Ontario School of Medicine at the beginning of this inaugural year for your establishment. The opening of Canada's newest Medical School is the end result of a vision by a group of highly dedicated people from across Northern Ontario who were committed to a unique pan-Northern approach to the teaching and training of our future medical experts. As an excellent mosaic of the many features that define Northern Ontario, your school represents the remarkable diversity of culture in this great land - a cornerstone of our nation's success and prosperity. Moreover, as an outstanding international centre for excellence, the noble work carried out by this School will help improve the quality of life of our entire nation by putting health care on a truly sustainable footing. J'aimerais offrir mes plus sinceres felicitations au grand nombre de personnes devouees qui ont contribue ala realisation de ce grand moment dans l'histoire du Nord de !'Ontario. Paree qu'elle a ete conc;ue par des gens de la region, la nouvelle ecole de medecine prend bien compte des realites regionales. Elle fait pleinement usage de technologies de !'information innovatrices pour soutenir un reseau de collaborateurs s'etendant sur !'ensemble du vaste territoire nord-ontarien. Cette ecole est celle de tous ceux et celles qui habitent le Nord, qu'ils habitent en ville, en milieu rural ou en en region eloignee, qu'ils soient anglophones, francophones ou autochtones. Dans cet esprit, et atitre de commissaire aux langues officielles, je me rejouis particulierement des mesures qui ont ete prises pour appuyer les futurs professionnels de la sante qui desirent pratiquer dans les deux langues officielles et du fait que l'on prenne en consideration les caracteristiques particulieres de la communaute franco-ontarienne, tant du cote de l'enseignement que celui de la recherche. Je n'ai aucun doute que l'l:cole de medecine du Nord de !'Ontario saura apporter une contribution inestimable au developpement de la region. Reduire la penurie de professionnels de la sante, developper des modes de prestation des soins de sante adaptes aux realites du Nord de !'Ontario et aider diversifier l'economie regionale sont tous des defis que vous saurez relever. Qui sait, peut-etre jetez-vous aujourd'hui les bases d'une institution qui deviendra un exemple inspirant pour d'autres regions aux prises avec des defis semblables. Indeed, I am certain that the academic experience gained from this establishment will provide our future medical experts with the tools and knowledge necessary to make confident decisions and to meet future challenges with great competence and enthusiasm. I join with all those present in wishing the faculty, students and staff all the best in this inaugural year. Please accept my warmest regards and best wishes for a most memorable celebration. a Paul Martin Prime Minister 18 Inaugural • 2005 - 2006 • Commissaire aux langues officielles Dyane Adam Commissioner of Official Languages/ Commissaire aux langues officielles www.normed.ca �NOSM • urr1cu u W Bylaura E. Young 3 ' ' It takes a village to train a doctor.'' Q) ....c:: Q. 0 0) - Dr. Dan Hunt 0 0 ....c:: a... cJ >- 0 c:Cl cJ Q) <( 20 Inaugural • 2005 - 2006 www.normed.ca hen Kirkland Lake's Dr. Richard Denton talks about helping the Northern Ontario School of Medicine write ground-breaking curriculum that will create a new breed of innovative, self. reliant medical generalists, you get the sense he knows what he is talking about. Denton has experience in anesthetics, obstetrics, trauma, and intensive care, as well as family medicine; has run two nursing homes; has served as coroner of Kirkland Lake; has spent six years on city council; and has served a term as mayor (from 1997 to 2000). He has spoken out on issues such as the now-scrapped scheme to ship Toronto's garbage to Kirkland Lake's abandoned Adams Mine site, and he has served on numerous boards and committees at the provincial and national levels. Dr. Denton's latest challenge: serving as Chair of the Northern and Rural Health Team Committee at NOSM, a position intended to ensure that the School's curriculum is unique and meets the health care demands of Northern and rural Canada. The Kirkland Lake physician has come full circle from the day when, as a graduate of McMaster University's School of Medicine, he opted to work in an underserviced area. "I felt I didn't need to go off to Africa to do that." And now, Denton is hoping to create a new breed of generalists: physicians who can handle a variety of health concerns in the culture and context of Northern Canada, doctors who can do anything from removing a gall bladder, to setting bones, to performing a C-section, and practising internal medicine. As well, they will advocate for their community on larger questions of public health and preventative medicine, while at the same time working effectively on health care teams with midwives, nurse practitioners, social workers, and other health care providers. His own political activism notwithstanding, Dr. Denton insists the medical profession is not returning to the days when a small-town doctor did everything in his or her community. "The government, with family health networks and teams, is completely changing the image of the small town family doctor. The type of family doctor who did everything is definitely changing. What the doctors of the future will need to know will be where to find the knowledge, sift through it and to whom to refer their patients." And the pedagogical foundation for imparting those skill sets is being laid this fall when NOSM's Charter Class begins its medical education. T On the one hand, NOSM, like the other 16 medical schools in Canada, will graduate skilled physicians ready to pursue residency and to practise anywhere in Canada or the world, says Dr. Roger Strasser, Founding Dean of the 2005 - 2006 • Inaugural 21 �Northern Ontario School of Medicine. The Un- a community placement dergraduate Medical Education program meets for a month long imall North American standards for accreditation. mersion in Northern Although the focus of the curriculum is on pri- Aboriginal communities. mary care or generalist practice, NOSM's gradu- ''As far as I'm aware, that ates will have the opportunity to choose whatever (placement) doesn't hapspecialty they desire. "We're not just training pen anywhere else in the family doctors. That's an important distinction," world," notes Dr. Strasser. stresses Dr. Joel Lanphear, NOSM's Associate In second year, the Dean of Undergraduate Medical Education. students will be disOn the other hand, NOSM's curriculum is patched for clinical unique because it addresses specific Northern placements in rural needs, including the shortage of family physi- and remote towns. cians. From first year, students are immersed in "They're really getting the study of general practice in the hope that they into those communities will become family doctors who will choose to and health problems practise in the North. And while NOSM's curricu- and learning clinical !um is a river of five themes that courses through skills in community set- Vice Dean, Academic all four years, the Northern and Rural Health tings. It's really about NOSM theme is not found in any other Canadian medi- community based medical school curriculum, according to Dr. Strasser. cal education where the students don't just Northern and Rural Health is part ofNOSM's so- learn but actually experience the diversity cial accountability mandate, adds Dr. Lanphear. of cultures and the different health services "It's to improve the quality oflife by improving the delivery models in Northern Ontario," says health of the people living in the North, particu- Dr. Strasser. larly Aboriginals and Francophones." In third year, the students will spend 30 The highly integrated curriculum is based on weeks "abroad in the North" performing a complex real life scenarios grounded in North- comprehensive community clerkship in one of em Ontario. "They are actually using real data 10 or so Northern communities. They will be from real Northern Ontario communities so it's based in family practice, learning surgery, injust like being a physician in one of those commu- ternal medicine, and obstetrics-gynecology, the nities. The students get to know the socio-demo- core clinical disciplines. graphics, the health profile, who the people are While this may sound like training in a more in the community," explains conventional medical school, Dr. Strasser. "in those programs, the tradiAs well, the cases are roottional ways are to do it in boxes ed in what Dr. Denton calls (rotations)," Dr. Strasser says. cultural competency. "We will "Ours is parallel community be placing students in the con-f clerkship where they're learntext of different cultures," with ing all the clinical disciplines an emphasis on First Nations in parallel based in family and Francophone communipractice and living in commuties. Traditionally, medicine nities long enough that they has looked at the patient as become part of the commuan individual. About a generanity. We hope they'll feel at tion ago, the context of the pahome enough in that commutient's family was added to the nity that they'll entertain the scenario. Now a patient's cul- --;,,..--::::....,,.;.=::;:;.......,,....,. idea of returning once they've ture and how that is defined I h finished their training." is factored into medicine, says Dr. Joe Lanp ear The vast majority of health Dr. Denton. "Therefore a docAssociate Dean, Undergraduate care happens outside major tor needs to be aware of [a Medical Education medicalcentresandawayfrom patient's] culture. What things are important to hospitals, emphasizes Dr. Lanphear. NOSM's them from a health point of view?" goal is to teach doctors to think outside the box: In order to start learning answers to those ques- to look at a medical case, and to diagnose and tions, Year l NOSM students will attend two clini- treat the patient using all their skill combined cal sessions per week interviewing and examining with available technology. Basically, the students standardized patients, individuals who are trained become highly skilled, self-reliant problem solvers - like actors - to simulate an illness. (See sidebar.) able to regard a patient in the context of his or At the end of Year l students will be assigned to her family, community and culture. 22 Inaugural • 2005 - 2006 Themes and Threads Dr. Richard Denton Chair, Northern and Rural Health, NOSM "They absolutely have to be able to listen because hearing is only part of listening. To do so they have to understand the community and culture they're in," Dr. Lanphear maintains. The traditional medical school model has been to learn in teaching hospitals or health centres "which actually have a very limited range of clinical problems that are seen." NOSM leans heavily on the Internet as a teaching tool. The curriculum will teach the students how to access knowledge, says Dr. Denton. "The whole curriculum is designed around the use of the Internet." "For us the technology is a bit like oxygen. It's all around you. You know you need it to sustain you but you're not really aware of it," adds Dr. Strasser. "The high level use of electronic communications will allow students to continue their case-based learning even when they're dispersed. "We're really providing a high quality medical education that is similar to any other medical school but is actually much more diverse. The students (are) learning in a different range of health service settings. It's not just acute hospitals, but also mental health services, long term care facilities, nursing stations out in the communities and so on." Rural practitioners provide a wider range of services and carry a higher level of clinical responsibility in relative professional isolation, Dr. Strasser notes. "That's true whether you're talking of family physicians or specialists in medicine, nurses, pharmacists or any kind of health professional, really. It's about the context, about the whole community." Most of what NOSM is doing is already going on in bits and pieces around the world. "But this particular packaging is the first time certainly in Canada," Dr. Strasser concludes. And it will place Northern Ontario in the forefront of the world in rural medical education. A Activities www.normed.ca To imagine something as complex as a medical school curriculum, best look down at the carpet on the floor. Dr. Joel Lanphear, Associate Dean, Undergraduate Medical Education, imagines the Northern Ontario School of Medicine curriculum as a tightly woven, multi-coloured rug. As the threads move in one direction, the themes move across the other way, securing a curriculum designed to hold fast the health care needs of Northern and rural Canadians. The five broad themes are like the warp of a carpet, he says, as they run through the four years of the curriculum. The five themes of the NOSM curriculum: Northern and Rural Health: part of the social accountability mandate and the raison d'etre for NOSM. This thread entails understanding life in Northern and rural Ontario and what made life, as Northerners know it today- particularly for First Nations and Francophones. Part of doing that involves placements, with three over two years. It's hoped students will become advocates for the needs of the North, Dr. Lamphear says: "Physicians need to take a leadership role for the way life is in a community. It's a huge job." Personal and Professional Aspects of Medical Practice: Basically, it's the ethics of medical practice in a diverse community. How do physicians communicate with their patients and what are the responsibilities? As well, they must learn to understand and appraise research, use technology and embrace the idea of being a lifelong learner, something that is a curriculum-wide notion, Dr. Lanphear says. Social and Population Health: The focus in this thread is research and how to analyse data. For example, is a project designed correctly? Are its findings consistent with the population? It's all about understanding how health is determined; how the North is similar to, yet different than, the rest of Ontario, when factoring in issues like alcoholism, substance abuse, cancer rates and environmental factors. Foundations of Medicine: "The good old basic medical science. The "ologies," explains Dr. Lanphear. The anatomy, pathology, biology of "classic medicine." While these sciences explain what is happening in the body, doctors need to understand how science explains what they are seeing. "You don't have to be a scientist first to be a doctor. You have to understand how the sciences you are learning relate to the patient you're taking care of." Clinical Skills In Health Care: Commu- nication 101. This critical component involves taking patient history, conducting physical exams and communicating with the person in the doctor's office. It's all about communicating in a patient-centred model of care. The threads are the woof of the NOSM curriculum fabric and cover a host of subjects ranging from Aboriginal Health to Workplace Safety Insurance Board issues and Patient Safety. Some highlights: Inter-professional Education and Work: Here students spend several sessions a week in health care settings visiting nurses, labs, and nurse practitioners. It's an opportunity to explore the community and see that medicine "is not just physicians. Health care is much broader than that," Dr. Lanphear notes. Health Effects of Social Problems: Students will learn about the health effects of various societal problems, such as diet, or a child born with an addiction. "There are lots more," Dr. Lanphear notes in closing. ''I'm contacted often by organizations that want an emphasis on what they do." A Remember the line in It's difficult for the students the old TV commercial because they know the perwhere the actor in a white son is in pain, that there lab coat looks earnestly into are other issues. It makes the camera and says, ''I'm it hard for them to take the not really a doctor, but I play time they need to learn." one on TV?" Canada's newInstead, the volunteer paest Medical School is using tients will come to NOSM's a variation on that theme as classrooms and help the a critical component of its medical students learn in a new curriculum. less intimidating environThe Standardized Patient ment where the students will and Volunteer Patient Profeel free to make mistakes gram is the best way to teach and take their time. The medicine and skills in clinical "patients" will then have the thinking, according to Dr. chance to constructively criJudy Baird, NOSM's Theme 5 , tique their "doctors." Course Chair (Clinical Skills -----D - r.....J_ u_d_y_B_a_i_r_d___ While there is a sense in Health Care). Theme 5 Course Choir of simulation, using stanThe program involves (Clinical Skills in Health Care) dardized patients does two types of "patients": acprevent gaps in learning, tors posing as patients who Baird says. In the past, a can often fool tutors; and people who actu- student doctor saw only what the preceptor ally have a disease. Dr. Baird appears to happened to see that day. This way all the wince as she recalls how medical students students will see all types of cases. of her generation learned to interview paWhat's more, the patient cases will tients. They went on clinical rounds with reflect the reality and medical problems their preceptor, speaking with whomever most common in Northern Ontario, such as the preceptor was visiting that day. That heart disease, diabetes, and obesity. "There learning process was far from ideal, and it will be (volunteer patients) with occupahasn't improved over time either. tional injuries; people with the same kind "Patients are sicker these days than when I of cultural influences as the people of trained. We are getting people out of hospital Northern Ontario." faster. We're not admitting people that aren't Another unique aspect of this program is as sick. They're managing at home. When you the sheer distance involved, with the classes go into the hospital, the acuteness of illness is distributed over campuses in Thunder Bay higher than it used to be." and Sudbury. "We have the extra challenge Patients who are even more ill are in a of making sure our students in Thunder Bay difficult position to help train medical stu- have the same experiences as our students in dents. There are more patient needs with Sudbury. I think the program is well designed fewer people around to help, she says. so that we can do that. With a little bit of "Patients don't want to be used in that way. travel for me," she laughs. A 2005 - 2006 • Inaugural 23 �The seed money for the School was the investment of $95.3 million from the Ontario Ministries of Training Colleges and Universities and Health and Long-term Care. Of that total, $62.4 million was designated as start-up funding to be disbursed over three years (2003-2005). The money was used to support the hiring of faculty and staff, build the medical library, develop curriculum and to build information technology and telecommunications infrastructure, upon which NOSM will rely so heavily. The balance of the funding, $32.9 million, was earmarked for capital spending supporting the construction of the new NOSM buildings in Sudbury and Thunder Bay. The Northern Ontario School of Medicine is a not-for-profit corporation with its own budget, administration, and Board of Directors. The Board has 35 directors from across Northern Ontario. The Board is in charge of overall governance and defines long-term policies. The Board of Directors reflects the geographic, cultural, linguistic and racial diversity of Northern Ontario. The Board includes appointees from, or by, Laurentian and Lakehead Universities, the City Councils of Thunder Bay and Greater Sudbury, the Ontario Minister of Training, Colleges and Universities, the Northwestern Ontario Municipal Association, the Federation of Northern Ontario Municipalities, the Nishnawbe Aski Nation, Grand Council Treaty 3 and the Union of Ontario Indians. Five seats on the Board have been designated for individuals of Aboriginal descent and three seats have been reserved for Franco-Ontarians. Two medical students, two post-graduate medical students and two faculty members will also serve on the Board. Dr. Fred Gilbert, President of Lakehead University, is the first Chair of the Board, and Dr. Judith Woodsworth, President of Laurentian University, is the first Vice-Chair. The positions will be exchanged at the end of three years and will continue to rotate in perpetuity. Links to the Aboriginal community are key to NOSM. An Aboriginal Reference Group was established in 2005 as a primary resource for the School in order to fulfill its mandate in Aboriginal initiatives, including research, administration and education. Represented on the Aboriginal Reference Group are: the Nishnawbe Aski Nation, the Union of Ontario Indians, Grand Council Treaty 3, Ontario Metis Aboriginal Association, Ontario Federation of Indian Friendship Centres, Ontario Native Women's Association, Independent First Nations, Metis First Nations of Ontario, and an Aboriginal student from each of the two campuses, and an Aboriginal youth delegate. FedNor, the federal government's economic development initiative for Northern Ontario, announced a $6-million grant to NOSM in March 2005. The funds cover construction costs for labs at Lakehead and Laurentian Universities, and support for the state- of- the- art technical systems used to keep NOSM connected with the rest of Northern Ontario. In addition, FedNor has funded several smaller projects: $340,000 to support the joint project team that developed the strategic plan for NOSM; $150,000 for the curriculum development workshop, held in Sault Ste. Marie in January, 2003; and $85,000 for a health research and innovation study. The Northern Ontario School of Medicine (NOSM) owes a great deal to The Northwestern Ontario Medical Program (NOMP) and the Northeastern Ontario Medical Education Corporation (NOMEC). NOMP, affiliated with the MacMaster University School of Medicine, and NOMEC, an extension of the University of Ottawa Faculty of Medicine, are operated from the campuses of Lakehead and Laurentian Universities, respectively. These well-established residency programs have developed preceptor networks of practising clinicians across Northern Ontario. These physicians will bring invaluable pedagogical and practical experience to NOSM and its students. The NOMP and NOMEC residency programs will eventually become integral parts of NOSM. The Medical School's academic affairs are governed by an Academic Council which answers to the Senates of the partner universities. The Francophone Reference Group: The Francophone population of Northern Ontario plays a key role at the School. NOSM has encouraged Franco-Ontarian admissions and is working with the French-language medical schools at the Universities of Ottawa and Sherbrooke in Quebec. Franco-Ontarians have three seats on the NOSM Board. NORTH Network is a dynamic telemedicine provider that uses two-way video technology to provide clinical consultations and educational offerings to health care professionals across Northern Ontario. One of the world's leading telemedicine networks, NORTH will play a vital role in delivering NOSM's curriculum to rural and remote sites across the North. Board Members Northern Ontario School of Medicine The Ontario government's Northern Ontario Heritage Fund Corporation has offered to match donations to the Northern Ontario School of Medicine Bursary Fund up to a total of $5 million. As well, the fund paid for a $375,000 study on health resources infrastructure. NOSM's Executive Group, which includes the Founding Dean, two Vice Deans and the Chief Administrative Officer manages NOSM's day-to-day affairs. The Founding Dean reports directly to the Board and is responsible for all aspects of the School's direction except for those assigned to the Board itself. Seated (L to R): Debbie Lipscombe, Leona Nohwegohbow, Roger Strasser, Judith Woodsworth, Fred Gilbert, Maureen Lacroix, Sheila Hardy. Standing (L to R): Mariette Carrier-Fraser, Donald V.Genier, Helen Cromorty, Ion Young, Geraldine Govender, Hermann Falter, Soroh Willio~s, .Jomes Gordon, Adorn Spencer,. Brion Wolmork, Peter Hutten-Czapski, John Augustine, Carl White, John Whitfield, Liliane Beauchamp, Gerry Lougheed Jr., Seppa Paivalainen, Jeon Anowat1, B111 McMullen, Dermot Mcloughlin, Ron Chrysler, Neil Mcleod, Goyce Kakegamic Missing: Richard Adams, Elizabeth Dougall, Kenji Miyata, Ron Nelson, Lynn Peterson • Inaugural • 2005 - 2006 www.normed.ca 2005 2006 • Inaugural �M edical students face many challenges on the path to becoming full physicians. There are the academic pressures, the clinical and research work, and the constant need to remain balanced and focused on the tasks at hand. Unfortunately another one of the very real challenges all students face is the financial one. Medical education is expensive, and financial stresses can add to the already heavy load carried by NOSM students. The Northern Ontario School of Medicine Bursary Fund is an essential service to help NOSM's students alleviate some of these stresses. The Bursary Fund Campaign is being led by two eminent Northern Ontarians: Greg Pilot in the Northwest and Gerry Lougheed Jr. in the Northeast. Both say the response from Northerners has been excellent. "The campaign is going really well," said Pilot. "The support and enthusiasm for NOSM is simply tremendous, and we are really starting to see people come on board with pledges, donations and long-term commitments to the fund. It's a thrill to see this level of enthusiasm from these donors." Lougheed echoed these remarks. "I have never seen such an overwhelming response to a fundraising effort. We are more than 112 way to our goal and I have yet to have anyone say 'no' when asked to donate." The goal for the Bursary Fund Campaign is $5 million from the private sector, a level both Pilot and Lougheed expect to meet and even exceed. The Ontario government has committed to match each dollar raised, up to a total of $5 million, thereby doubling the impact of each donation. "We have a lot of talented Northern students who will end up moving south to attend some of the other medical schools if we can't find ways to support them here," said Pilot. "A medical education could cost students up to $100,000 or more. A strong bursary fund is our way of helping Northern medical students stay in the North." In fact, Lougheed, who also sits on the NOSM Board of Directors, said the School has gone even further. "The Board has made it a policy that finances will not be a barrier for any qualified student," he explained. "We want to ensure every student accepted into NOSM will get the financial support they need. A stong endowment fund will do just that." 26 Inaugural • 2005 - 2006 The Northern Ontario School of Medicine Bursary Fund is a collaborative effort between Lakehead and Laurentian Universities, the School of Medicine, and donors. Donations to NOSM medical student bursaries are received by Lakehead and Laurentian Universities to benefit students of the School of Medicine. There are a number of different types of donor-funded awards. These include: Non-Endowed Bursary The creation of a non-endowed bursary requires a yearly minimum donation of $500 for four years. The award value may be increased at any time during the funding period. Non-endowed bursaries are totally distributed and do not live on in perpetuity. General Bursary Fund Contributions of any size are graciously welcomed and will be combined to create a general endowment account. This fund is designated for medical students in the most pressing financial need. Endowed Bursary Endowed bursaries are established with a minimum investment of $10,000. A donor may choose to pledge the $10,000 required for endowment over five years until the total is reached. Endowed bursaries are awarded one year after the minimum contribution is reached, as interest earned on the capital will be used to pay out the annual award in perpetuity. _.. P eople are encouraged to visit the Northern Ontario School of Medicine website at www.normed.ca. Go to the "Support Us" section for more information, or contact the Development Offices at: Office of Development Lakehead University (807)343-8300 email: development@lakeheadu.ca icine m rs, cu ty, sta , supdents on the opening of Ontario School of M}. Northern Ontario Business is proud to be a part of this historical inaugural year,..celeoration,· as project managers of the Grand Opening events in Sudbury and Thunder Bay, and publishers of this commemorative souvenir magazine. Thank you to the many exceptional people who shared their talents and experiences, including: Oryst Sawchuck for the artwork of the east and west campuses, members of the NOSM Events Planning Group, and Lakeside Communications for coordinating the magazine's editorial and photographic contents. Biiiiiiiss Office of Development Laurentian University (705) 675-1151 ext. 3443 email: development@laurentian.ca ESTABLISHED www.normed.ca 1980 �West Campus 955 Oliver Road A Thun East Campus Laurentian University 935 Ramsey Lake Road T Sudbury, ON P3E 2C6 T Tel: (705) 675 4883 Fax: (705) 675 4858 Northern Ontario School of Medicine � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Lakehead University Collection Description An account of the resource Photographs from Lakehead University's history: people, events, and campus. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Northern Ontario School of Medicine: Inaugural Subject The topic of the resource Universities Description An account of the resource Publication celebrating the inaugural year of the Northern Ontario School of Medicine (NOSM), 2005-2006. Creator An entity primarily responsible for making the resource Northern Ontario School of Medicine Date A point or period of time associated with an event in the lifecycle of the resource 2005 Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text https://digitalcollections.lakeheadu.ca/files/original/70f067ffe2b967ae04d79e9b7e8900ae.pdf 84d9af9617a2aba55526ab80c1700735 PDF Text Text Northern Passages Fall 2005 Volume 4, Issue Ill Newsletter of the Northern Ontario School of Medicine In this issue: ... the Charter Class • Support for Bursary Fund continues to grow CD • The doors are open! • The Charter Class m m -- • Manitoulin Health Centre a key NOSM partner • Faculty profile: Dr. Chris Kupsh • On the shoulders of medical education giants • Appointment of Vice Dean, Dr. Marc Blayney The Charter Class was officially welcomed to NOSM at ceremonies on both main campuses in Thunder Bay on August 29 and in Sudbury on September 1, 2005. Class members also received warm greetings in Marathon, Wawa and Sault Ste. Marie as they travelled from Thunder Bay to Sudbury (More Charter Class news inside) ~,,_,Q. l.q(J"I~ : ~ O i(> < . ~ Accreditors impressed with NOSM's progress > ~ ~ .f, ~ I> IC.\"<i, . The latest step in The School's accreditation This is a marvellous achievement, and one we can all be proud of." process was taken recently with a visit by the Accreditation Secretariat team in September. The accrediting bodies were so impressed with The team, made up of Dr. David Hawkins from NOSM's progress they decided to delay the next site the Committee on Accreditation of Canadian visit that was originally planned for next March. This Medical Schools (CACMS) and Dr. Barbara Barzansky means the next site visit will be in the fall of 2006. from the Liaison "This is wonderful Committee on Medical news," says Dr. Strasser. "... they are so confident of our Education (LCME) spent "The bottom line is that progress that they decided the two days meeting with they are so confident of staff and faculty. The our progress that they March 2006 visit is unnecessary." accreditors came to decided the March 2006 Dr. Roger Strasser examine NOSM's progress visit is unnecessary." in dealing with issues CACMS and the LCME raised from the March, 2005 site visit. are the recognized accrediting authorities for M.D. "The comments they made were all extremely programs across Canada and the U.S. All medical favourable," said Dr. Roger Strasser, Founding Dean schools go through the same process. Through this of NOSM."They found that NOSM has satisfactorily system, NOSM is recognized as equal to all other addressed every one of the issues they assessed. medical schools in North America. Northern Ontario School of Medicine West Campus Lakehead University 955 Oliver Road Thunder Bay, ON P7B 5E1 Tel: 807-766-7300 Fax: 807-766-7370 East Campus Laurentian University 935 Ramsey Lake Road Sudbury, ON P3E 2C6 Tel: 705-675-4883 Fax: 705-675-4858 Northern Ontario School of Medicine • I �Support for Bursary Fund continues to grow in communities all across Northern Ontario The people of Northern Ontario have a long-standing reputation as friendly and caring individuals, committed to the communities in which they live. Evidence that such a reputation is well earned comes in the form of support to the Northern Ontario School of Medicine Bursary Fund. For years, the people of the North worked to ensure that the Northern Ontario School of Medicine became a reality. Now, they are welcoming its students and contributing to their success through the bursary fund. Across Northern Ontario, cities, towns, municipalities and townships are providing donations to support medical students in the North. Recently, the directors of the Northwestern Ontario Medical Education Award Fund - a charitable group formed under the auspices of the Northwestern Ontario Municipal Association (NOMA) committed to the establishment of a large endowment for NOSM students. This award fund represents many of the communities of Northwestern Ontario. communityfirst -r, fJ2 Wayne Lee, Chair, Community First Credit Union Limited; David Orazietti, MPP Sault Ste. Marie; Mike O'Neill, Co-Chair - Sault Ste. Marie Bursary Fund Committee; Gregory Peres, CEO Community First Credit Union; Mike Brown, MPP, Algoma - Manitoulin. In Sault Ste. Marie, a $50,000 contribution was made by Community First Credit Union Municipal Support for the Northern Ontario School of Medicine Bursary Fund Campaign {as at September 28, 2005) Magnetewan North Bay Northeastern Manitoulin & the Islands Northwestern Ontario Municipal Association Rainy River Sables-Spanish Rivers Sault Ste. Marie Spanish St. Charles Thunder Bay Thunder Bay Municipal League Timmins Alberton Chapleau Chapple Coleman Conmee Espanola Fort Frances Gordon Greater Sudbury Greenstone Iroquois Falls Lavalee Markstay-Warren Northern Ontario School of Medicine Upcoming NOSM Symposium Limited. Chief Executive Officer of the Credit Union Gregory Peres says supporting bursaries for medical students is an investment in the future. "Attracting new interns and physicians to Northern Ontario will play a vital role in improving health care in our community," he says. Other contributions have been made by communities, businesses and individuals throughout the region and volunteers from Dryden to Parry Sound have joined the campaign. These ambassadors are fundamental to the success of the campaign and they continue to visit municipalities to discuss contribution options. To volunteer with the Northern Ontario School of Medicine Bursary Fund Campaign, or to make a contribution, please contact Jennifer Fawcett at 807-766-7310 or Carol Deguire at 705-675-1151, ext. 3452. ~}11: ••"--! • Thursday, November 17, 2005 Speaker: Dr. Roger Sand re Topic:The Spectrum of HIV Disease in NE Ontario • Thursday, January 19, 2006 Speaker: Dr. Anthony Miller Topic: Epidemiology • Thursday, March 23, 2006 Speaker: Dr. Lindsey Crowshoe Aboriginal Issues • Thursday, May 18, 2006 Speaker: Dr. Alan Shepard Topic: History of Autopsy • Thursday, December 15, 2005 Speaker: Dr. Ronald Baigrie Topic: Cardiovascular Disease • Thursday, February 16, 2006 Speaker: Dr. Bruce Holub Topic: Nutrition Sciences • Thursday, April 20, 2006 Speaker: Dr. Mark Gilbert Topic: Mind Body Medicine • Thursday, June 22, 2006 Speaker: Dr. Roger Strasser Topic: NOSM Update Northern Ontario School of Medicine I 2 doors !Jf2 op2nl A historic time for the students, faculty and staff of Canada's newest medical school science and business professionals of the Ontario Lieutenant Governor James September 13, 2005 marks a historic day north over lunch. Bartleman and Canada's Commissioner of for Northern Ontario and indeed the entire The day concluded with a public Open Official Languages Dr. Dyane Adam also country. On this day the Northern Ontario House at both the East Campus at Laurentian - - - - - - - - - - - - - - - - - - - - . joined the proceedings by videolink. "Since beginning our work on University in Sudbury and the West Campus at Lakehead University in Thunder Bay. this project three years ago, the staff of the Northern Ontario School of Highlighted by information sessions Medicine has promised to create A provided by NOSM staff and faculty, visitors Medical School like no other," said walked through the modern lecture theatres, Dr. Roger Strasser, Founding Dean of classrooms, library and laboratories. The NOSM."We want to reaffirm that School's video and teleconferencing makes promise to the people of Ontario, NOSM a hub for virtual learning across the North. and to you students of the Charter Go to The School's website Class, here today." All in attendance were treated (www.normed.ca) for more photographs to an event like no other as the from the big event. School exhibited its state-of-the-art Ontario Premier Dalton McGuinty (left) talking with NOSM technology, linking the two student Alexandre Anawati (right) while on a tour ofThe main campuses in Thunder School's facilities. Bay and Sudbury, as well as with a number of smaller School of Medicine officially opened its doors communities throughout Northern to its Charter Class of 56 students, and Ontario. Canada officially welcomed NOSM into the family of medical schools. Shortly before closing the ceremony Dr. Strasser and Premier Over 1100 people on both main McGuinty invited the communities campuses took part in the festivities of the linked by videoconference to say a Grand Opening Ceremony and Open House on a day sizzling from the excitement. few words. After all of the formalities had Dignitaries included His Excellency John concluded, the guests made their Ralston Saul, Ontario Premier Dalton Dr. Roger Strasser, NOSM Founding Dean,addresses the way to a tented outdoor barbeque McGuinty, Aboriginal leader Elijah Harper and audience during the Opening Day ceremonies via The Dr. Carolyn Bennet, Minister of State for Public and a chance to mingle and School's video conferencing system. network with their fellow medical, Health, were among the featured speakers. 3 Northern Ontario School of Medicine www.normea .ca �{,,,•::~\: ~ "'1 0 Northern Ontario &:ale de medecine Nor1hem Ontario School of Medicine du Nord da !'Ontario School of Medicine t Adam, Safiya Adamson, Sandi Anawati, Alexandre Ayeni, Oluwole (Mody) Beauvais, Nicole Ben nett, Mark Bennett, Nicole Berardi, Philip Boissoneau, Mary- lee Frederiksen, Lisa Chehadi, AbdelKareem DellaVedova, Jonathon Forester, Kimberley ) fc.'•\.~ Ecole de mlidedna du Nord de l'Onlorio Kember, Laura Larouche, Jeremie Maillet, Anne McFadgen, Lyndsay McKenzie, Zhiish Tracy Brockerville, Melissa Messenger, Megan Micha no-Stewart, Tracy Middaugh, Jeffrey Mirka, Theresa Moir,Adam Furtak, Teresa Moreau, Natalie Moretti, Jessica Mozzon, Lise Pastre, Robert Perlin, Kimberley Porter, Justin Pynter, Will Quackenbush, Benjamin Ross, Tracey Roy, Marc-Andre J Gauvin, Lianne Giroux, Stephanie Hamilton, Danielle Northern Ontario School of Medicine Hammell, Jennifier Janhunen, David 4 5 Northern Ontario School of Medicine �t'iii\ V .: ~ "' 1 0 Northern Ontario Ecole de medecine du Nord de l'Ontcrio School of Medicine Saari, Stephen St. John, Elaine Note:: four members of the Charter Class are not included in this photographic layout. Manitoulin Health Centre a key NOSM partner fc.'"~· Schoonbaert, Ian Tessier, Carole Spencer, Mandy Thomas, Nell Weeks, Colleen Inaugural Year celebrations will continue Throughout the remainder of 2005, and continuing until June 2006, the Northern Ontario School of Medicine will commemorate its Inaugural Year with a series of celebrations in communities across Northern Ontario. Spencer, Todd Van Atte, Jennifer Spicer, Tara Varty, Kimberly Zavagnin, Nicole These celebrations will recognize the ongoing activities of the School including those of the students, the academic and administrative divisions, research, bursary donors, and affiliations with the medical community. They will also focus on the impact of these activities on communities across the North. In addition, NOSM is on the look out for ongoing activities outside ofThe School in which NOSM could play a role. For more information on the Inaugural Year Events of the Northern Ontario School of Medicine, or if you wish to include NOSM in a community event hosted by your organization, please contact Joey McColeman@ (705) 662-7275. Inaugural Year events will also be posted on www.normed.ca. Northern Ontario School of Medicine 6 Aboriginal communities of Northern Ontario have played a critical role in the creation of the Northern Ontario School of Medicine. And now, some of these same communities are stepping up to a whole new challenge, becoming directly involved in teaching and general education process. Beginning in April 2006, students from the Charter Class will be undertaking their first Aboriginal community placement. The challenge of preparing these communities is being led by Martha Musico, Undergraduate Medical Education (UME) Coordinator, and by her team of four Regional Aboriginal Community Coordinators. Sam Senecal is one of these coordinators. Although he only officially started in August, 2005, he says the job of finding communities is "going like gang busters." "The response from the communities has been incredible," says Senecal. "Native People understand the need for NOSM and are working hard to make it happen. We are here to help with the details." Senecal points to the communities of Manitoulin Island - the world's largest fresh water island - as a prime example. He says the various island communities could play Dr. Chris Kupsh has called many places home. She has resided in Europe, the United States and other areas of Canada, but for the past 12 years, she has hung her hat in Sudbury. "I think I'm here for good," she says. "Twelve years is the longest I've ever lived in one place, and Sudbury is home now." Here is living proof that that a Northern elective as a medical student and residency in the North contribute to retention! Dr. Kupsh arrived in Northern Ontario as a resident with Northeastern Ontario Family Medicine Program, now Northern Ontario Medical Education Corporation (NOMEC) and now practices in emergency medicine. She is a Preceptor both to medical 7 host to up to eight NOSM students during their four-week placement next Spring. "This will be quite significant for the people of Manitoulin," explained Senecal. "The students will be seen and will be appreciated by the whole community. I expect they will become role models for the young people." One of the key NOSM partners on Manitoulin is the Little Current Clinic, part of the Manitoulin Health Centre. Little Current's Native population is dispersed among five communities: Sheshegwaning, Zhiibaahaasing, Whitefish River, Sheguiandah, and Aundeck-Omni-Kaning. Some health determinants specific to Little Current are poverty and unemployment. It is here NOSM students will get their first exposure to the issues and challenges faced by some of the North's First Nation's people. NOSM stands on the shoulders of medical education giants Although there was no medical school in Northern Ontario before NOSM, the Northwestern Ontario Medical Program (NOMP) and the North Eastern Ontario Medical Education Corporation (NOMEC) were providing clinical education for undergraduate and post graduate learners rotating from medical schools in southern Ontario and elsewhere. Through NOMEC and NOMP over half the physicians in Northern Ontario have experience and expertise in medical education. The emphasis in these very successful programs has been on the one-on-one Preceptor Model of learning in a clinical setting. A recent change in funding has meant a transition of NOMP and NOMEC into NOSM. Because NOMEC and NOMP are structured differently, the mechanics and the timetable for each transition are different. NOMP was established as a unit of McMaster University in the early 1970's. By agreement with McMaster, NOSM has taken over the responsibility for McMaster programs and activities in the northwest. In effect, NOSM is now the agent of McMaster in Northwestern Ontario, replacing NOMP. During the first weekend of October, a retreat was held which was attended by over 50 physician preceptors and NOSM staff to address the theme "Tackling the Challenge ofTransition''. A key to the future success of NOSM is to maintain the spirit of NOMP with active participation of physician preceptors in all communities -- large and small, across the North. NOSM is pleased to welcome Dr. Bill Mccready, former Chair of NOMP, to The School as the new Associate Dean, Clinical Affairs. faculty member with the Northern Ontario School of Medicine, Dr. Kupsh will facilitate clinical sessions with medical students. "In Northern Ontario, physicians must rely more on clinical skills," she explains. "One must be a very skilled physician, and that starts with clinical skills training." She also coordinates Case Based L:earning sessions and gives a number of different presentations to residents, nurses, paramedics and medical students. Students may have to get accustomed to Dr. Kupsh facilitating sessions while in exercise gear. "I always run, walk or bike to the weekly emergency rounds at NOMEC. My colleagues are used to me showing up sweaty," she laughs. The ability to be this active is one of the many reasons that life in Northern Ontario appeals to Dr. Kupsh. "There is always something to do. That's one of the bonuses of being in the North. I can cross the street and be at a lake; either swimming in it during the summer, or skiing on it in the winter." Northern Ontario School of Medicine �ointment of Dr. Marc Blayney .t • , NOSM's new Vice Deon, Professional Activities The Northern Ontario School of Medicine (NOSM) has announced the appointment of Dr. Marc Blayney to the position of Vice Dean, Professional Activities. Working from the School's East campus at Laurentian University in Sudbury, Dr. Blayney will provide executive level leadership for the School's programs in postgraduate medical education; research; community and professional development; and Francophone affairs. He will focus also on enhancing NOSM's relationships within Laurentian University, and with the Francophone communities, as well as with physicians, hospitals/health services, and Northeastern communities in general. Dr. Blayney will work closely with Dr. Dan Hunt, NOSM's Vice Dean of Academic Activities to ensure that the School continues to develop as one dynamic learning organization with a strong culture of excellence that is grounded in Northern Ontario. Dr. Blayney's appointment comes following an extensive search, noted Founding Dean, Dr. Roger Strasser. "This position required a bilingual professional with a vision to both nurture and expand the School's partnerships and programs. We are very fortunate to have Dr. Blayney join our team. His experience in working with the Francophone community, and practicing as a physician in locations around the globe will be a valued asset to the School." Upcoming free professional development opportunities in Northern Ontario Medical Sciences Seminar Series Teachers Practice Session (TPS) Medical Sciences Seminar Series Date: October 26, 2005 Date: November 15, 2005 Date: November 30, 2005 Palliative Care Rounds Clinical Update in Palliative Care: Focusing on the Elderly and Wound Care Teachers Practice Session (TPS) Topic: Symptom Relief Kit Date: October 25, 2005 Date: December 6, 2005 Date: November 17, 2005 Northern Ontario History of Health and Medicine Group Date: October 24, 2005 Northern Ontario History of Health and Medicine Group Northern Ontario History of Health and Medicine Group Date: December 9, 2005 Date: November 18, 2005 Teachers Practice Session (TPS) NOSM Module 104 Tutorial Structured Clinical Skills Tutorial Operating a Videoconference When Technical Support is Not Available Date: November 2, 2005 Date: November 22, 2005 Ovid Tips & Tricks Conceptual Framework and Evaluation for Clinical Teaching Date: November 1, 2005 Date: December 9, 2005 Northern Ontario Professional Development Calendar 2005-2006 Using Excel for Basic Budget and Graphing Functions Date: December 13, 2005 Date: November 4, 2005 Date: November 25 and 26, 2005 Structured Clinical Skills Tutorial Effective Use of Your Computer Desktop Google and Beyond Date: November 8, 2005 Date: November 25, 2005 Theme Orientation Teachers Practice Session (TPS) Introduction to the Health Resources in the PALM of YourHand Date: November 10, 2005 Date: November 29, 2005 Date: December 16, 2005 www.normed.ca l'-lorthem Ontano School ot Modiono Date: December 14, 2005 Northern Ontario School of Medicine Full details, including many more learning opportunities, available in this guide. Contact Suzanne Lortie-Carlyle, Faculty Development Coordinator for more information. 8 � 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 Alumni Collection Description An account of the resource Material kept by the Lakehead University Alumni Association, or donated by Alumni to the Association. 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 Passages, Fall 2005 Subject The topic of the resource Universities Description An account of the resource Northern Passages: Newsletter of the Northern Ontario School of Medicine (NOSM). Fall 2005. Creator An entity primarily responsible for making the resource Northern Ontario School of Medicine Date A point or period of time associated with an event in the lifecycle of the resource 2005 Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text https://digitalcollections.lakeheadu.ca/files/original/16c21e917fde333df5c48a02f90a5b67.pdf 7543d10830e0beb7d357419a9d2fe713 PDF Text Text Summer 2005 Volume 4, Issue II In this issue: A focus on communities "It takes more than one village to build a medical school and these villages are spread all over the North." Northern Passages Newsletter of the Northern Ontario School of Medicine Prospective charter class students reflect the diversity of Northern Ontario - Dr. Dan Hunt, Vice Dean NOSM cements partnership with Sault Ste. Marie page 2 Wanted: host communities for 3rd year students page 8 Pilot project tests Aboriginal communities partnership page 3 NOSM researcher studies nutrition, mental health links pages Symposium hears input from Frano-Ontarian community page 3 ,._.,.,o · l,4(/,t~ 5 +).0-0- ~ c{ > . ~ .> . "'~o,c,",., Northern Ontario School of Medicine West Campus Lakehead University Founding Dean Dr. Roger Strasser and Dr. Jill Kon kin, Associate Dean of Admissions and Student Affairs pass 56 offers of admission to Canada Post Mail Carrier Joan Stevens. The letters were sent express post on May 31. The offers of admission have been sent, and The School aims to have a class that reflects the prospective students are weighing their options. cultural diversity of Northern Ontario. Physicians Some, perhaps many, of the Northern Ontario who understand the social fabric of the North School of Medicine's preferred candidates have also are more likely to live and work in Northern been accepted at other medical schools across the communities following their MD training. "The fact province. Should they become members of the that the majority of applicants are from Northern first class to attend the first new medical school in communities is encouraging, and gives us all reason Canada in more than thirty years? Or will they opt for to celebrate being part of a network of communities another medical school? filled with talent," noted Dr. Kon kin. It appears that the pioneering spirit is alive and well Of the 56 students who were offered a coveted spot in NOSM's charter class, and Dr. Jill Kon kin, Associate in the School's 56 seats: 50% had lived ten years or Tel : 807-766-7300 Dean of Admissions and Student Affairs, is elated with more in rural or remote communities, 41 o/o had lived Fax: 807-766-7370 the level of acceptances received thus far. "We are 1Oyears or more in Northern urban communities, extremely pleased to find that as of June 16th, 76% 17.8% were Francophone, 17% were bilingual, 955 Oliver Road Thunder Bay, ON P7B 5E1 East Campus Laurentian University 935 Ramsey Lake Road Sudbury, ON P3E 2C6 Tel: 705-675-4883 of the students who received an offer have accepted. 12.5% were Aboriginal, and 7% were from out of This is a strong signal that the innovative approach to the Province. These statistics will fluctuate in the medical education taken by the School of Medicine is coming weeks when the second round of letters are in keeping with what future physicians want." sent to students on the waiting list in order to fill any Fax: 705-675-4858 www.normed.ca remaining vacant seats. Northern Ontario School of Medicine �School cements partnership with Sault Ste. Marie The Northern Ontario School of Medicine Jerome Quenneville, President and CEO of the (NOSM) and the Sault Area Hospital have joined Sault Area Hospital, noted that the establishment fruition within our community. I am extremely proud of our physicians who have stepped forces in the training of medical students in of Medical School staff personnel within the forward in an unprecedented fashion to help Northern Ontario. The partnership was made hospital will further strengthen the role of Sault turn this partnership into a reality." official in May during the signing of an affiliation area communities within the School of Medicine. Students participate in Aboriginal communities pilot proiect Fifteen medical and nursing students from • increase student's knowledge of diabetes and Ontario and Manitoba are participating in a other endocrine disorders; agreement and the formalization unique pilot project at the Northern Ontario of a commitment to house a School of Medicine this summer. They're helping • utilize tools for distance learning that may prove useful for future students and physicians, and to Medical School staff person David Orazietti, MPP for Sault to test the community placement portion of the within the Sault Area Hospital. Ste. Marie noted that the NOSM curriculum by spending time in seven • learn about the role of the physician in Northern Ontario School of northern First Nation communities. providing health care to Aboriginal communities. First Nations participating in the pilot project Medicine is an important The affiliation agreement piece of the puzzle which will outlines the collaborative help to solve the physician The four week long pilot project, which began in relationship between the two shortage for so many early June, included one week of orientation, two include Deer Lake, Kenora, Kingfisher Lake, institutions. The Agreement Northerners. "With more than weeks in community, and a final week of debrief. Moose Factory, Muskrat Dam, Pie River and will provide NOSM students one million people in Ontario At least two students were assigned to each of Wikwemikong. with hands-on clinical and not having a family physician, the communities. practical experience outside the this partnership is a step in classroom, strengthen respective the right direction. The more research efforts, provide an future physicians are trained opportunity to augment library in the North, the more likely and information services, they will choose to stay here and assist each institution in supporting each other's efforts in order to achieve and maintain ~- Patricia Zehr, Mayor John Rowswell, Mr. David Orazietti and Mr. Jerome Quenneville l~ok on while Dr. Roger Strasser signs the Sault Area Hospital affiliation agreement with the Northern Ontario School of Medicine. excellence in teaching. Muskrat Dam Moose Factory when they graduate." Dr. Patricia Zehr, President, Algoma West Academy of Dr. Roger Strasser, Founding Dean of the Northern Ontario School of Medicine noted that this was a very exciting moment for the School."The School of Medicine exists to serve "The physical presence of the School of Medicine Medicine and David Murray, CEO of the Group in our hospital is an important reminder that this Health Association reaffirmed the commitment partnership is a positive investment in the future of Sault Ste. Marie physicians to the School of health care services for Sault area residents." of Medicine. Dr. Zehr noted that,"This is an all communities across Northern Ontario. Mayor John Rowswell expressed his gratitude to Partnerships such as these are absolutely the School of Medicine for partnering with the fundamental to our ability to succeed as a truly community of Sault Ste. Marie. "It is absolutely distributed medical school." thrilling to see the School of Medicine come to excellent opportunity to expose NOSM students The purpose of the exercise is to confirm that to our renowned model of health care. Our cultural learning opportunities, student support unique circumstances in the Sault will be systems and remote delivery technologies will, advantageous for both clinical teaching and in fact, work to their full potential when NOSM's community based research." charter class begins its seven week Aboriginal community placement in the Spring of 2006, according to NOSM Vice Dean Dr. Dan Hunt. "We want to ensure that both the students Dr. Kelly is an Associate Professor - Family Medicine in the Division of Clinical Sciences at the Northern Ontario School of Medicine, who lives and works in Sioux Lookout! He first came to Sioux Lookout in 1986 as a medical student, so he knows firsthand the recruitment value of medical training in beautiful rural areas and the host communities are able to take full partnerships and distributed learning." Dr. Kelly has a full-scope practice including obstetrics, emergency, inpatients, palliative care, and home The goals of the Aboriginal community visits. He is a community physician for the regional chemotherapy program, and is involved with operative placement are to: orthopedics and caesarian sections. • increase the students' knowledge of traditional Dr. Kelly also has a keen interest in research and occasionally lectures at national conferences on diabetes Aboriginal healing techniques; and orthopedics. He works in a group practice with 6 great colleagues, and faces a continual balancing • develop cross-cultural communications skills; act to expand non-work activities. Dr. Kelly has an 11 year old son Emmanuel, and recently wed Dr. Sharen Madden, a fellow Sioux Lookout physician on May 14th, 2005! Northern Ontario School of Medicine 1. t>nvdo- r<l..or a..P 1",0""' t>bP 11 C·'v'CJ·A) b'7v es <rO""bUP) 2. 9t>r t>a..11 U" <l'7r•A) r a.. o- 11 r') 11 CJ·A) 0"""½7' t>C 11 bO""r AO""'. 3. rAv<90""bUP) b'7b 11 ',)C·b 11 P) P11 9)CL·Aa.:. 0 advantage of NOSM's commitment to community like Northwest Ontario. Dr. Kelly takes full advantage of the outdoor recreation activities Sioux Lookout has to offer. P•Vn..o' <PU3'.T LuP 11 P•A P11 P..0 11 <1Lct•A> (NOSM) (NOSM) P•'vn..o" (J'U9·AO""' AS t>a..urbU·<P Lu pup.A pup..DH <l L9·Aa.? AUAL res pup..o 11 <l L·A·C A·90""·<l" ev d..o 11 A·C rLvP 11 P·AO""O"""<l- <lo- O""b) ra.. A 11 AL r<l..or bP 11 C·'v)CJ·<1- 9AS Ar ba..·<l<CJ·<l- r a.. 9AS /\r <l..0 11 bCJ·<1- <l 11 dr'·A <ro-9·Aa.: /\•br'7°S bC· 11 P' CS 11 9·Aa.:. 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The Northern Ontario School of temoin francophone de l'ecole, « nous avons philosophies during the late stages of life to help of them. "Students can observe and participate Medicine will instead weave the concept of indubitablement atteint notre objectif cette attenuate their fears of death and dying. in activities that are a part of a community's spiritual awareness and sensitivity throughout its way of life. They learn to accept others' beliefs, curriculum. Francophones and the Northern Ontario School erence Group can best serve its role of assisting fin de semaine. Les delegues ont volontiers Now there is mounting evidence to indicate of Medicine, in Sudbury. Deemed a huge suc- the Medical School in responding to the needs formule leurs commentaires et suggestions et that a patient's spiritual beliefs can affect health cess by both delegates and the Medical School, ofthe Francophone community. one of the main objectives of the Symposium ont ainsi pose les jalons du plan d'action que le and recovery throughout the life cycle. Part groupe elaborera dans les prochains mois afin of a physician's role in treating a patient is to a intensifier son was to gather a wide range of comments, sug- A Symposium report, which will document the d'aider l'ecole de medecine gestions and feedback on how the School can input received at the Symposium and outline partenariat avec la communaute francophone». best engage the Francophones of Northern specific recommendations is now being writ- Ontario into its development. ten. It is expected to be produced within a few months. transcend technical skills and stimulate thoughts of spirituality that may be beneficial to the patient at any stage of life. medecine du Nord de !'Ontario a ete cree en 2003 afin d'assurer la liaison avec la commu- objectives," noted Nicole Ranger, President of naute francophone du Nord de la province, the School's Francophone Reference Group. d'aider "Delegates were forthcoming with their com- au fil de la mise sur pied de l'ecole. Le groupe ments and suggestions, and the stage is now comprend divers membres de la communaute set for the coming months where the Group "In a region as diverse as Northern Ontario, it is important that the concept of spiritual awareness and sensitivity is weaved throughout the NOSM a recenser ses besoins et ay repondre francophone et se reunit regulierement. will work towards developing a plan of action to assist the Medical School in further developing its partnership with the Francophone l'ecole de medecine, s'est fait l'echo de Madame Ranger:« ce symposium a constitue une Taus les Ontariens du Nord ont eu !'occasion Northern Ontario School of Medicine was de se renseigner sur l'ecole et de donner leurs established in 2003 to liaise with Northern points de vue sur les initiatives francophones. Franco-Ontarian communities to help identify Chaque fois que nous sollicitons !'intervention and respond to their needs in the development de la communaute dans l'etablissement de ofthe School. The Group consists of various l'ecole, le resultat final est remarquable. La Francophone community members and meets reponse enthousiaste de la communaute fran- regularly. cophone etait simplement fabuleuse ». Dr. Roger Strasser, Founding Dean of the School of Medicine, echoed Madame Ranger's comments. "This Symposium was an important Ontario Minister of Culture and Minister responsible for Francophone Affairs Madeleine Meilleur addresse guests in Sudbury during the Francophones and the Northern Ontario School of Medicine symposium. milestone in the School's development - it was the opportunity for all Northern Ontarians to learn more about the School, and to have input into its Francophone initiatives. Anytime we can engage the community into the School's development, the end result is better. The enthusiastic response from the Francophone community was simply fabulous." Culture and Minister responsible for Francophone Affairs, opened the Symposium with comments on Francophone services in the health sector. Following presentations from • Students will summarize their community placement experiences and make presentations to fellow students. Each student will reflect on how it would be to practice as a physician in that community. "In essence, the students are -Dr. Dan Hunt their own research subjects," says Hunt. "They make observations about the community's Vice Dean Dr. Dan Hunt was involved with the planning,implementation and evaluation of the Aboriginal communities placement pilot project The Northern Ontario School of Medicine will how they would best serve that community. provide students with opportunities that will Those observations and considerations will most encourage open-mindedness and embed definitely include philosophical beliefs." expectation of NOSM students and not just a lecture topic," Dr. Hunt concludes. spiritual consideration in the physicians of tomorrow. Community placements expose it is important that this model becomes an Many medical schools in Northern America offer NOSM prof studying links between nutrition and mental health L'honorable Madeleine Meilleur, ministre de la Culture et ministre responsable des Affaires Can a person's breath provide clues as to overall using volatile compounds present in human study whether breath analysis can be used to aid health and even serve as an early detector of certain cancers? Those are just two of the breath. He has already investigated various the early detection of cancers, in particular lung marker chemicals which can give information cancer, and how volatile chemical measurements intriguing questions currently under study by Dr. about a person's nutritional status. can assist with reducing environmental pollution and workplace health and safety. Brian Ross, NOSM's Professor of Pharmacology. francophones, a inaugure le symposium avec des commentaires sur les services aux Franco- Mai 13 et 14, plus de cent soixante delegues de tout le Nord de !'Ontario ont assiste au symposium de l'ecole de medecine, Les Francophones et l'Ecole de medecine du Nord de !'Ontario, qui a eu lieu a Sudbury. Un des principaux objectifs de cette manifestation,qui de l'avis des dele gues et de l'ecole de medecine fut un The Honorable Madeleine Meilleur, Minister of They understand that their role is not to be judgmental or to contaminate a person's beliefs," activities, people and culture and determine etape importante de l'etablissement de l'ecole. The Francophone Reference Group of the are subtly trained to disregard any personal conflicts that may occur within themselves. curriculum." Le Dr Roger Strasser, doyen fondateur de community." "In a region as diverse as Northern Ontario, Hunt explains. Le Groupe temoin francophone de l'Ecole de "There is no doubt about it, we achieved our regardless of their own convictions," says Dr. Dan Hunt, Vice Dean. "In this capacity, students immense succes, etait de recueillir une vaste gamme de commentaires et de suggestions sur la fac;:on dont l'ecole pourrait au mieux faire participer les Francophones du Nord de !'Ontario a son developpement. Northern Ontario School of Medicine phones dans le secteur de la sante. Apres les presentations de chefs de files universitaires, les delegues se sont repartis en petits groupes afin d'exprimer leurs opinions et suggestions sur la fac;:on dent le Groupe francophone temoin peut aider au mieux l'ecole de medecine arepondre aux besoins de la communaute qu'il represente. Lecompte rendu du symposium qui recensera les idees recueillies et mettra en evidence des recommandations particulieres est en prepararation et devrait etre pret dans quelques mois. l A graduate of the University of Glasgow Before coming to NOSM Dr. Ross worked as a with degrees in Biochemistry and Molecular Fellow at the Centre for Addiction and Mental Pharmacology, Dr. Ross has conducted extensive Health in Toronto, an Assistant Professor in studies into how nutrition alters brain functions Psychiatry and Medical Sciences at the University in health and disease - finding dietary links to ofToronto, and as a Senior Researcher and depression and childhood attentional deficits. Administrator at the University of the Highlands Next the NOSM professor aims to examine how and Islands, a new distributed education institute dietary supplementation can alter mood and located in rural Scotland. He has also managed behaviour, and why some people appear to a start-up biotechnology company focused be more prone to dietary insufficiencies than Dr. Brian Ross, Professor of Pharmacology help develop non-invasive health screening tests on health diagnostics. Dr. Ross moved with his family to work at the School's Thunder Bay others. Dr. Ross hopes to use his research to If his work is successful, Dr. Ross then plans to campus last August. Northern Ontario School of Medicine www.r.iormea.ca �Teaching strategies for the busy clinician Two days in May Preparation: The key to efficient clinical learning On May 6th and 7th, the Board of the Northern Ontario School of Medicine declaration of the Guiding Principles that will steer NOSM, and its Charter Class, through the first four years of Undergraduate Medical Education. The teacher-student relationship evokes Teachers need to show them around the clinic rendezvoused at Sioux Lookout for an historic board meeting. Emerging notions of wisdom, transitions, and of mutual and introduce them to people. Once the from the gathering: the School's new Vision and Mission statements, and a growth. It is a time-honoured relationship students are settled in provide them with a brief within our culture. It is also challenging work. overview of your expectations, and revisit these For the mentor, teaching can rekindle the as the students progress. Provide constructive excitement of medicine, and may even help feedback as immediately as possible, but Vision & Mission: 2005/06 - 2008/09 prevent professional burn-out. For the student, establish regular daily points where students can The Northern Ontario School of Medicine (NOSM) is a pioneering faculty of medicine working to the highest the relationship can be nothing less than life- receive comments. international standards. Its overall mission is to educate skilled physicians and undertake health research suited changing, opening new doors of possibility and to community needs. In fulfilling this mission NOSM will become a cornerstone of community health care in Northern Ontario gently closing others. A good approach with new students is to initially School of Medicine observe them with patients. Repeat appropriate Northern Ontario. portions of historical and physical examination Vision et mission : 2005-2006 - 2008-2009 L'Ecole de medecine du Nord de !'Ontario (EMNO) est une pionniere en son genre et repond aux plus hautes environment can be difficult. But small as a form of modelling. Once the student is normes internationales. Sa mission genera le consiste investments of time, and careful preparation, comfortable with the established process, and recherche en sante fondee sur les besoins de la communaute. En s'acquittant de cette mission, l'EMNO deviendra will result in a rewarding experience for both you are comfortable with the student, allow une pierre angulaire des soins de sante communautaire dans le Nord de !'Ontario. teacher and student. The first thing Clinical them to make the first contact with the patient Teaching medical students in a busy clinical Teachers should do is to familiarize themselves with the objectives and the expectations for the placement. A quick review should be sufficient to direct the student toward appropriate their care. Some clinics have frequent students, so patients will likely be comfortable with the inform the patients. This can be done by the patients and learning resources. receptionist and/or the person registering the patient. A large friendly sign at the reception With the instructor well prepared, the next step desk is a good idea as well. is to arrange the general clinic environment. Students need to learn about the overall nurses, the office manager, receptionists and other members of the clinic staff can provide educational opportunities for the student. es •<:i<rbu' It is important medical students gain an and their practice have been selected to participate in the Medical School's educational program, which lends a measure of prestige to can opt to be seen by the Clinical Teacher alone. understand the role of the student. Patients are a critical aspect of the learning environment, so it is important they be part of the educational team. They need to be fully informed that students will be participating in 2oos,06 - 2ooa,09 P•'v'n..o' <PU~..6.~ LVP 11 P·..6. ..6.vd..o·..6.' bt>r 1>a..11 rbU' 9t>r <l..0 11 PrbU' Lvpup L·<l- cvv'C·b' 1r'·"v 11 b1'. <11 11 ..6.·"v cs l>a..11 rba-·<l' rP 11 P..0 11 <lL·..6.·C ba..br•<l- LvP 11 P·..6.a-a-·<l' ,a.. 9..6.J' a.. 11 ..6. 11 '-i' 9t>r 1..0 11 '-i' 9..6.J' <l..0 11 bU' 1..0 <J7•..6., CS 11 9·..6.a-'. P•"vn..o' LvP 11 P•..6. ..6.vd..o·..6.' L·<l- Ca-b-o'C·b' 9t>r ba..·"v'C·b' 1..0 <]7•..6.' CJ' 11 9·..6.a-' P•'v'n..o' <l'U~..6.~. understanding of the inter-professional approach to health care. Provide opportunities for students to interact with other health care providers. Nurses, nurse practitioners, midwives Guiding Principles Our Students: NOSM will seek out qualified students who have a passion for living in, working in and serving interesting cases to share. Student interactions with other professionals will broaden their northern and rural communities. NOSM will develop physicians able to practice and engage in research any- learning environment, and will help the primary where in the world, but who have a particular understanding of people in northern and remote settings. Clinical Teacher share some of the teaching load. the clinical faculty. Should they wish, patients It is important that staff are informed and 9.tl.J' AJrbU' <:1..0 11 P•ll., : and other allied health professionals will have Patients should be informed that their physician workings of the clinic. Interactions with in your absence. situation. For those clinics that take students intermittently, special effort should be made to aformer des medecins qualifies et aentreprendre de la The final piece of this educational puzzle is the students themselves. It is important that students are comfortable with their surroundings, and that they understand the Teacher's expectations from the beginning. Our Graduates: NOSM will graduate resourceful physicians who are successful in distant settings, have a preferIn the end the Clinical Teacher is fundamentally ence for collaborative care and a greater capacity to serve their patients and communities with the available a role model. Clinical Teachers need to be resources. While the context of the School will be northern, the application will be national and international. respectful towards students and colleagues. While enthusiasm and dependability are highly Our School: NOSM, while preparing students for the full range of clinical disciplines in medicine, will focus on valued, sometimes what students really need is 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 a mentor with a good sense of humour and a general sense of empathy. West Campus lakehaad University 955 Oliver Rood Thunder Boy, ON P7B SE 1 Tel: 807-766-7300 Fax: 807-766-7370 Staff of the East campus of the Northern Ontario School of Medicine participated in the Big Bike for Stroke Event on May 25 in Sudbury. The team raised approximately $1,475.00 for the Heart and Stroke Foundation. The School's West campus staff will participate in the Thunder Bay Dragon Boat Festival in July, which raises funds for the Canadian Mental Health Association, the Catholic Family Development Centre and the St.Joseph's Foundation. Northern Ontario School of Medicine East Campus Laurentian University 935 Ramsey Lake Rood Sudbury, ON P3E 2C6 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. Tel : 705-675-4883 Fax: 705-675-4858 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. Northern Ontario School of Medicine �Wanted: A few good hosts Curriculum planners at the Northern Ontario School of Medicine are on the road this summer, searching for a few good hosts - communities, that is - to provide a critical piece of the School's new curriculum: the Comprehensive Community Clerkship. Lasting the majority of third year (30 weeks), the Comprehensive Community Clerkship, or CCC, will allow NOSM students to live and learn in communities at some distance from the School's two main campuses in Thunder This spring, Faculty from the Division of Medical Sciences had the opportunity to visit the East Camp~s Construction site of the Northern Ontario School of Medicine at Laurentian University. The third floor of the new building will provide 1090 sq meters of space that will house stateof-the-art research facilities and provide the infrastructure for faculty to perform world-class biomedical research that is of importance to the residents of Northern Ontario. Bay and Sudbury. To date, NOSM planners have identified ten communities - Sioux Lookout, Timmins, Parry Sound, the Temiskaming Shores, Huntsville, Bracebridge, Fort Frances, Kenora, North Bay and Sault Ste. Marie - as potential hosts for the School's third year students, who will begin their Clerkships in the fall of 2007. Apply now: Study close to home! Termed "large rural or small urban"the ten communities Our students have a passion for the North, will thrive in a small group based, distributed students, according to Dr. Tim Zmijowskyj, Head of the afford the ideal blend of hospital facilities, access to specialists, and social amenities for third year NOSM learning environment and have a genuine interest in improving the health of the School's Clinical Sciences Division. "This doesn't mean people and communities of Northern Ontario. that other Northern communities will be left out of the Clerkship process," Zmijowskyj stresses, "only that these Candidates must meet the following criteria: • ten are the first wave of an ongoing process." As a result, Dr. Zmijowskyj and other NOSM staff spent a good part 4 year undergraduate degree* • Canadian citizen or landed immigrant status of the early summer of 2005 reaching out to the northern • communities. An overall OMSAS weighted grade point average (GPA) of 3.00 *unless applying as a mature student Each of the ten communities was visited by NOSM staff, who held private group meetings with family physicians, specialists and other health care professionals Applications will be accepted in the area. Dr. Zmijowskyj and other NOSM speakers through the Ontario Medical School provided an overview of the School's curriculum and Application Service. Applications invited attendees to become involved as a CCC learning will be available in early July. Check site. "We're hopeful that we will have a high degree of the webiste at www.ouac.on.ca/ community participation," Dr. Zmijowksyj notes, "These omsas for information and on-line host communities will get to showcase themselves to our forms. All applications, transcripts students. If the experience is a positive one, there's a good and academic documents must be chance some of the students will opt to return to these received by October 3, 2005. Initial communities once they're ready to practice." Northern screening of applicants will be communities not on this spring's list may yet be invited to based on GPA and responses to an participate in the Year Three CCC, or in six week Clerkships Admissions Questionnaire. Interviews as remote or rural host communities. will be conducted in the spring of 2006. Further information about the Phase 2 (Year 3) community visits can be obtained by contacting Megan Messenger at (705) 662-7209 or megan. messenger@normed.ca. Need more information? Visit our website at www.normed.ca, email your questions to nomsadmit@normed.ca, or call (807) 766-7317 or 1-888-377- I 7757 (from Northern Ontario only.) 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 Alumni Collection Description An account of the resource Material kept by the Lakehead University Alumni Association, or donated by Alumni to the Association. 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 Passages, Summer 2005 Subject The topic of the resource Universities Description An account of the resource Northern Passages: Newsletter of the Northern Ontario School of Medicine (NOSM). Summer 2005. Creator An entity primarily responsible for making the resource Northern Ontario School of Medicine Date A point or period of time associated with an event in the lifecycle of the resource 2005 Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text https://digitalcollections.lakeheadu.ca/files/original/fe96102cab2729d453ada4ff78702038.pdf 979d9629e83d3503adc62941511622f6 PDF Text Text Winter 2004/05 Volume 3, Issue IV Northern Passages Newsletter of the Northern Ontario School of Medicine A new era for cancer research In this issue New Associate Dean, UME Francophone Reference Group to host symposium Strasser receives WONCA award Symposium Schedule COFM Conference a success Division of Clinical Sciences Distributed clinical learning Dr. Roger Strasser, Founding Dean of Northern Ontario School of Medicine, Mr. Ron Saddington, President and CEO of Thunder Bay Regional Health Sciences Centre and Dr. Fred Gilbert, President of Lakehead University unveil the identity of a new institute of cancer research at a media conference in Thunder Bay Northern Ontario School of Medicine ICR Discoveries, Institute of Cancer Research, is the attract new research funding, provide a platform result of a new formal partnership between the for the recruitment and retention of cancer care Northern Ontario School of Medicine, Lakehead professionals and investigators in cancer research, University, and the Thunder Bay Regional Health enhance the profile and prestige of Northwestern Sciences Centre. Ontario in the national and global research Lakehead University community, and strengthen the technical capability and the programs and services that are offered by West Campus 955 Oliver Road Thunder Bay, ON P7B 5El Tel: 807-766-7300 Fax: 807-766-7370 Ultimately, the partnership will grow the critical mass new dollars for cancer care clinical trials, medical physics and imaging research, wet lab or biosciences As well, ICR Discoveries will provide education and research, health outcomes research, and supportive training for students, researchers and physicians who care or psychosocial research. Tel: 705-675-4883 Fax: 705-675-4858 would like to engage in cancer research, assist in the establishment of educational programs that will Laurentian University East Campus 935 Ramsey Lake Road Sudbury, ON P3E 2C6 the partner institutions. of cancer researchers in Thunder Bay and attract produce researchers in Northwestern Ontario, and The implementation of a jointly managed cancer generate economic growth through new investors research institute will open doors to new sources of and community partners. research funding, opportunities, and recruitment, that otherwise might be unavailable. ICR Discoveries will foster enhanced collaboration between the three institutions in an effort to Northern Ontario School of Medicine �Francophone Reference Group to host "La medecine FrancoOntarienne" Symposium Training Mark your calendar: May 13-14, 2005. Following a lengthy and comprehensive competition process, the Northern Ontario School of Medicine extended an offer to a new Associate Dean, Undergraduate Medical Education (UME). Subject to Canadian Immigration approval, Dr. Joel Lanphear will join the School in May, 2005. As the Associate Dean, UME, he will be responsible for all aspects of planning, development, implementation and evaluation of the undergraduate medical education (MD)program. The Associate Dean of Undergraduate Medical Education is a member of the Senior Management Group and the Senior Academic Leadership Group. The Francophone Reference Group (FRG), the School's advisory group to the Founding Dean on Francophone issues, will host a symposium. "La medecine Franco-Ontarienne" will be held in Sudbury and target the Francophone communities, Francophone health practitioners and prospective students. "The symposium will provide participants with an excellent opportunity for discussion and input in the ongoing development of the Northern Ontario School of Medicine," explains Nicole Ranger, President of the Group. "We are looking forward to having the opportunity to listen to people's recommendations in the development of the Medical School." Francophone health issues and other necessary assistance for francophone students attending the medical school will be the main focus that will be addressed during the symposium. "We are committed to createing a Francophone friendly school. Therefore every effort should be made to ensure that Franco-Ontarians feel welcomed and are proud to be part of our School," says Dr. Roger Strasser, Founding Dean of the Medical School. « Nous avons pris /'engagement decreer une eco/e accueillante pour /es Francophones. Par consequent, nous ferons de notre mieux pour qu'ils se sentent bienvenus et soient fiers de faire partie de notre ecole » a declare le Dr Roger Strasser, doyen fondateur de /'Ecole de medecine. « Le symposium fournira une excellente occasion Dr. Lanphear earned his Ph.D. in Education at Michigan State University, and has gained extensive experience as an administrator at various U.S. medical schools. Dr. Lanphear is currently Provost and Professor of Medical Education at the Southwest College of Naturopathic Medicine & Health Sciences in Arizona. He was involved in the start up of the medical school at the United Arab Emirates University. Also he has held teaching and administrative positions at the University of North Texas Health Science Centre at Fort Worth, The School of Medicine of the University of Nevada, the School of Medicine of the University of California and the College of Human Medicine at Michigan State University. Dr. Roger Strasser, Founding Dean, is pleased with the appointment. "Dr. Lanphear's experience and enthusiasm will be advantageous as we develop and implement academic performance standards for undergraduate medical students and teaching faculty," says Strasser. www.normed.ca de par/er de la mise sur pied de /'Ecole de medecine du Nord de /'Ontario,» explique Nicole Ranger, presidente du groupe. «Nous avons bien hate d'entendre /es recommandations de /'auditoire concernant /'edification de cette ecole. » The Group is actively meeting and networking with various universities and organizations as part of its preparation for the symposium. Check our Spring 2005 newsletter for more details of the symposium! Foun ing Dean receives The Northern Ontario School of Medicine is proud to announce that Founding Dean, Dr. Roger Strasser, recently received a Fellow of WONCA (World Organisation of National Colleges, Academies and Academic Associations of Family Physicians/General Practitioners) award. The prestigious award, presented during WONCA's 17th World Conference of Family Doctors in Orlando Florida in October was in recognition of Dr.Strasser's outstanding service to WONCA and family medicine around the world. Dr. Roger Strasser Dr. Strasser has been the Chair of the WONC/1:s Northern Ontario School of Medicine Working Party on Rural Practice since 1992. The Working Party on Rural Practice, formed in 1992, has initiated a series of World Rural Health Conferences, Rural Practice Policies and Statements, and the Health for All Rural People cosponsored consultation between WONCA and the World Health Organization. Under Dr. Strasser's chairmanship, the Working Party has pursued its mission of improving rural health care around the world with considerable energy and enthusiasm. Dr. Strasser recently completed his term as Chair of the Working Party. ~~□omruu @©rnJ~ Mark your calendar! Northern Ontario School of Medicine's Symposium Series continues in the new year. The symposia are held from noon - 1:30 p_m (Eastern time). They are videoconferenced to NorthNetwork members throughout the region, and webcast l~ve at www.normed.ca. Gu:sts are welco~e to view the symposia (either live or videoconferenced) at either campus location. Please contact Sherry Carlucci at (705) 662-7257 for details and reservations. January 20, 2005 "Medical Professionalism: A Call to Authenticity and Integrity" Dr. William F. Sullivan, University ofToronto. February 17, 2005 Maureen Lux Historian of Aboriginal Health Other 2005 Symposium dates: March 24 April 21 May 19 Spots are still available for various health-related symposium topics. Send your suggestions on topics and speakers to: sherry.carlucci@normed.ca Conference engages medical educators Faculty from all six Ontario medical schools gathered in Thunder Bay to attend a conference hosted by the Northern Ontario School of Medicine. The sixth annual AMS/COFM Educational Conference was held in November. It featured discussions that influence medical education in the province. Each year, Associated Medical Services Inc. (AMS) and the Council of Ontario Faculties of Medicine (COFM) provide funding for this event. The Conference started on a high note with a very successful symposium which was networked to 29 video conference sites and web cast. The guest speaker, Dr. Donald Low Northern Ontario School of Medicine staff from both campuses pose at Science North in Sudbury. The group gathered there for a two-day Staff Retreat in December, where they participated in a team-buiilding workshQp. WONCA awar Dr. Donald Low presents a compelling and informative symposium on SARS. delivered an excellent presentation on "SARS and Pandemic Influenza: the Need for Public Health"which triggered a wide range of questions, comments and discussion. If you missed it, the Symposium is archived on the School's website at www.normed.ca. The remainder of the afternoon focused on lnterprofessional Education with a keynote address from Dr. Carol Herbert, Dean of Medicine at Western and President of the Association of Faculties of Medicine of Canada, followed by reports from all six Ontario medical schools on their interprofessional education initiatives. On Thursday evening, conference participants went back in time to the early 19th century for dinner and festivities at Fort William Historical Park. Day two began with a keynote address from the Honorable Dr. Carolyn Bennett, Minister of State for Public Health on the topic"The Generalist Perspective in a Specialist World''. This was an inspiring presentation which challenged participants to reflect deeply on trends in medicine and health care. The final session of the Conference was a series of four parallel workshops. These were: a Distributed Learning Panel with presenters from the Universities of Minnesota (Duluth) and Washington (Seattle), as well as Northern Ontario School of Medicine; Conference participants learn early 1900s dancing at Fort William Historical Park. Gender in Medicine with presenters from the gender curriculum project; Effective Teaching in a Distributed Learning Environment; and New Tools in the Evidence Based Model of Clinical Practice. Those who had attended previous COFM Conferences rated this one as the best. Dr. Dan Hunt, Vice Dean and principal organizer of the conference, is thrilled with the outcome. "For two days, participants were engaged by timely, relevant information and compelling discussion. Ultimately, medical students in Ontario will benefit from this conference," he says. Northern Ontario School of Medicine • �irhe Division of Clinical Sciences The Division of Clinical Sciences, members of the Division may led by Dr. Tim Zmijowskyj, is one also assist in the development approximately 1Ofull-time and 600 stipendiary of three Divisions of the School of the medical curriculum and faculty members. Currently, the Division has and is the organizational unit conduct independent research. appointed 200 clinical faculty members. responsible for teaching the The following Sections will be coordinated by clinical aspects of medicine. "It is quite an honor to lead this Division and to serve with The Division is organized a team of excellent faculty by Sections, each of which members," says Tim. "Their is composed of health care invaluable investment of time professionals with Section and energy will benefit specific clinical expertise. Most of the faculty members will be The Clinical Sciences faculty will include Northern communities for years Dr. Tim Zmijowskyj physicians. However, as the School's curriculum is interdisciplinary, other health care professionals are encouraged to come. Their contributions will strengthen the legacy of high quality medical education in Northern Ontario,"Tim adds. to seek faculty appointments. Faculty the Division of Clinical Sciences: -Anesthesia -Child Health & Adolescent Health (Pediatrics) -Clinical Education (Non medical health professionals) -Diagnostic Imaging (Radiology) -Emergency Medicine -Family Medicine -Internal Medicine -Laboratory Medicine and Pathology -Mental Health -Surgery -Women's Health (Obstetrics and Gynecology) Real life experiences for medical students Hands-on learning is critical to preparing All students will participate in a four-week medical students to practice medicine. This Aboriginal community placement at the end of hands-on learning serves two purposes: to allow first year. Students will live and learn in various students the opportunity to master their core communities with health centers and nursing clinical skills and to introduce them to career stations. In these settings they will continue and practice options. their core medical education by distance learning and will also learn about Aboriginal culture and the health care delivery system. Our Students will undertake much of their studies important community partners have committed outside of the main campuses. About 40% of to welcome and help teach our students. The the students' undergraduate time will be spent preceptors at the Aboriginal distributed sites will in many Northern Ontario communities, or be local health care providers. Distributed Clinical Learning Sites (DCLS). The Northern Ontario School of Medicine's Distributed learning is a key component of the progressive curriculum is tailored to meet the medical degree program. Students will learn needs of Northerners by training students to in a range of health service settings including be generalists who will flourish in Northern communities. It is also designed to reflect the reality of rural and remote lifestyles. regional hospitals, mental health programs, long-term care facilities, small community hospitals, family practice clinics and in a range of community settings. Known as communitybased medical education, this approach ensures our students receive the widest possible experience in the region. In the second through fourth years, students will continue to travel to large and small communities, some with and others without hospitals, to continue their learning. In all of these experiences faculty will be supported in To better understand and appreciate Aboriginal their teaching. culture and health, an Aboriginal Health thread For more information please contact the UME as been woven throughout the curriculum. office at 705-662-7227. ~vd..D·~ /\JCL9·~o-' ~S LL·~o-bU <10- 11 Sa..V•<1nr'-~' ~s P"P..D" <ll9-~o-' r a.. 1> P La..' b,. 91> r -o) 11 u a- r') 11 rbU' ra.. 91>r a.. 11 'v'C·b' <lo- 11 Sa..V·~ ~s ALnr'-~', <1c..., 1>Ca..' 1>r Ar <l..D 11 bU ~S P 11 P..D 11 <1L9·~o-' <lo- 11 Sa..V·<l n r'-~'. <Ir cv ~ 1 ~-'v b, 'vS l>a.. 1 rbo-·<l' ~-9o-·<l' l>nvd o-' [>Vb- VSd <1 11 P b<lo- PS 11 )·<1-1>nvd..D·~o-·<l b 11 Pa.. CCS P 11 P..D 11 <IL·<l·<l' o-·~ Arda..b <lo- 11 Sa../\·~ CS 11 9-~o-'. 1>nvdo-' Ca..o-S·<l' rbVS 11 ~-c << 11 6' CS 11 9-~a..' rP 11 P..D 11 <lldr'·<1- <1 11 dr'-~ < r 11 ~ • 'v ·~a..' Lv P II P•~ b rd' . <1 r c v 1> 11 1> L 91> r <1 a- 11 d Ar P II P..D 11 <1 L· ~ • c LVPP-~ P 11 ..D 11 <IL9-~o-' -<I~ P 11 P..D 11 <IL9·~' eso- 11 bU' 'v·b b, ~ 11 ~L r<1..Dr P 11 9'CJ·<1- <lo- 11 Sa..V-~ [>( 11 b-or'·~' ra.. es /\JrbU' <ldr'·~ <r 11 ~-'v-~''v·b cv ~-9o-·<l' L-<1- o-b-o'Cdr'·<l' CS 11 9-~o-' bC·<l- b<Pn'n,J.<1r-~r11~d'7P·C bP 11 P..D 11 <lL·<l'7P·C 1>nvdo-'. b-~r 11 )·<1- P 11 P..D 11 <1L9·~' <10- 11 Sa..Va..' 1>r <1r ~-90-·<1' 91>na..L9·<1- 9 11 r•<1' <1 11 dr'-~ ba..·'v'r9-~'x Northern Ontario School of Medicine www.nor.mea.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 Alumni Collection Description An account of the resource Material kept by the Lakehead University Alumni Association, or donated by Alumni to the Association. 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 Passages, Winter 2004/2005 Subject The topic of the resource Universities Description An account of the resource Northern Passages: Newsletter of the Northern Ontario School of Medicine (NOSM). Winter 2004/2005. 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 2004 Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Anishinaabemowin Type The nature or genre of the resource Text https://digitalcollections.lakeheadu.ca/files/original/cd9508ea8c503cd48d689829dbb3787b.jpg 33b3c3de213614acbf647e8a4694d6ef 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. Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data Photo 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 pitch twig moth (nodule) Subject The topic of the resource Forest Products Industry Description An account of the resource Pitch nodule maker, Petrova albicapitana on jack pine. Englehart Management Unit. 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 1972-06 Format The file format, physical medium, or dimensions of the resource JPEG Type The nature or genre of the resource Photograph Identifier An unambiguous reference to the resource within a given context Armson-Silviculture-772 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