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Table 4 Synopsis describing recruitment activities within five broad contexts

From: Addressing indigenous health workforce inequities: A literature review exploring 'best' practice for recruitment into tertiary health programmes

Early exposure Activities targeted towards secondary school students that aim to expose students to health careers and academic pathways
   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.