School visits
|
Visiting schools for recruiting purposes
|
Parental involvement
|
Including parents/families in recruitment activities
|
Career advisors
|
Including careers advisors in recruitment activities
|
Financial support
|
Providing financial assistance to secondary school students
|
Additional academic preparation
|
Providing additional academic support to secondary school students (e.g. science camps, tutoring)
|
Secondary enrichment programmes
|
Providing extracurricular health career activities onsite at university
|
Advertising/marketing
|
Including marketing/advertising to secondary school students
|
Transitioning
|
Activities that assist secondary school students to enter tertiary study programmes
|
Tertiary enrichment programmes
|
Providing health career activities onsite to expose students to tertiary environment and health career programmes
|
Bridging/Foundation programmes
|
Programmes that bridge the transition from secondary school into tertiary study. Usually provide extra academic support to fill educational gaps.
|
Pre-matriculation/Application support
|
Programmes that support students to enter into health professional training. but may also include shorter targeted programmes for entry into medicine/dentistry etc.
|
Quota/Admissions policy
|
Specific quota for admission and/or admission policy to increase numbers of indigenous students
|
Tertiary
|
Activities that aim to support success in tertiary health professional programmes
|
Retention/support
|
Tertiary retention and support interventions for enrolled students (e.g. MAPAS).
|
Tertiary financial support
|
Financial assistance for tertiary students (e.g. scholarships, resources, stipends)
|
First year expansion
|
Option to complete first year of health study over an extended timeframe (e.g. two years).
|
Curriculum
|
Curricula that are inclusive of indigenous/URM perspectives, content etc.
|
Faculty staff
|
Increased numbers of indigenous/URM faculty staff members (who act as role models, support for students and recruitment programmes).
|
Accommodation support
|
For living arrangements whilst studying health programmes or during placements/specific learning interventions
|
Professional workforce development
|
Activities that aim to develop the existing health workforce including continuous professional development, specialisation or career development
|
Across the total pipeline
|
Activities that occur in more than one aspect of the pipeline
|
Spirituality/Cultural values
|
Spirituality/cultural values/indigenous perspectives are acknowledged and incorporated into health professional training programmes.
|
Tertiary Mission Statement
|
A tertiary institution mission/vision statement demonstrating their commitment to Indigenous workforce development
|
Community involvement
|
Involve community groups/individuals or organisations in recruitment activities
|
Mentoring
|
Mentoring for students within their programmes (formal and informal)
|
Work exposure
|
Health sector work experience based recruitment activities for students
|
Role models
|
Access to role models (i.e. other Indigenous/URM health practitioners or faculty members)
|
Research
|
Conducting research as part of the recruitment programme.
|
Evaluation/tracking
|
Evaluation/tracking as part of the recruitment programme.
|