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Table 4 Synopsis describing recruitment activities within five broad contexts
| 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. |
