Research Voices from the Field with Faizal Haji
Research Voices from the Field is a new feature that showcases cutting-edge research that breaks barriers and promotes inclusion in medicine. Each edition spotlights a research publication and includes insights directly from the authors—revealing their motivations, the significance of their findings, and why the research matters for healthcare professionals everywhere.
In this edition, Faizal Haji, a pediatric neurosurgeon at the BC Children’s Hospital, Scholar at the Centre for Health Education Scholarship (CHES), and Assistant Professor in the Department of Surgery, reflects on why he co-authored “Defining a Framework and Evaluation Metrics for Sustainable Global Surgical Partnerships” with colleagues in the Branch for Global Surgical Care — a piece relevant to anyone interested in decolonization and global health equity.
In this edition, Faizal Haji, a pediatric neurosurgeon at the BC Children’s Hospital, Scholar at the Centre for Health Education Scholarship (CHES), and Assistant Professor in the Department of Surgery, reflects on why he co-authored “Defining a Framework and Evaluation Metrics for Sustainable Global Surgical Partnerships” with colleagues in the Branch for Global Surgical Care — a piece relevant to anyone interested in decolonization and global health equity.
Read Faizal Haji‘s bio
Faizal Haji, MD, PhD, FRCSC
Dr. Faizal Haji is a pediatric neurosurgeon at the BC Children’s Hospital and an Assistant Professor in the Department of Surgery at the University of British Columbia. Dr. Haji is also co-lead for the Surgical Education Research Interest Group, Graduate Program Advisor for the Masters and Certificate Program in Global Surgical Care, and Associate Director of the Global Surgery Lab within the Department of Surgery at UBC.
Dr. Haji completed undergraduate studies followed by medical training at McMaster University. After graduating from medical school in 2008, he completed his neurosurgical residency at Western University in London, Ontario, Canada. During residency, Dr. Haji obtained a PhD from the Institute of Medical Science at the University of Toronto, alongside completing research fellowships at the Ronald R. Wilson Centre for Research in Education at UHN and the Learning Institute at the Hospital for Sick Children. His dissertation focused on the effect of fidelity, complexity and cognitive load on learning and transfer of procedural skills for novices engaged in simulation-based education. Upon completing neurosurgical residency and becoming a fellow of the Royal College of Physicians and Surgeons of Canada in 2018, Dr. Haji completed a postgraduate fellowship in pediatric neurological surgery at the Children’s Hospital of Alabama and the University of Alabama at Birmingham (UAB), where his research focused on capacity development for postgraduate surgical training in resource-limited settings. After training, Dr. Haji spent two years as a pediatric and adult neurosurgeon at the Kingston Health Sciences Centre and Medical Education Scholar at Queen’s University. Dr. Haji’s academic interest is in health professions education, with his program of research focusing on three areas: (i) surgical education, including clinical reasoning, the integration of basic and clinical sciences in surgical training, and entrustment; (ii) the globalization of health professions education, including its implications for international medical graduates (IMGs) and learners, educational policy (e.g. related to admissions, certification, and accreditation), international collaborations, and the migration of pedagogical and assessment approaches (e.g, CBME); and (iii) optimizing the design of simulation-based education for medical and surgical skills training with particular focus on cognitive load and learner engagement.
Together with over 70 students and faculty from around the world who are members of the Global Surgery Lab at UBC, we conducted this study to provide guidelines for the development of ethical and sustainable global surgery partnerships (GSPs). Global Surgery has grown substantially since the publication of the 2015 Lancet Commission, which demonstrated that over two-thirds of the world’s population lack access to safe and affordable surgical and anesthetic care, the majority of whom live in the poorest and most resource-limited regions of the globe. The associated World Health Assembly Declarations 68.15 and 76.2 recognize access to safe, timely, and affordable surgical care as a critical component of Universal Health Coverage, and the integration of emergency, obstetric, and anesthetic care is essential to building resilient health systems.
In response to this unmet need, historically surgical care providers engaged in short-term “missions” to provide care in resource-constrained (often international) settings. Unfortunately, these activities are rooted in a colonial framework, where surgical providers from high-resource settings engage in short-term missions to provide surgical care to populations without adequate consideration of the ethics and sustainability of such work, particularly with respect to local culture, needs, and context. More recently, efforts to scale up surgical care in resource-constrained settings have focused on reciprocal, bidirectional partnerships between institutions and teams in High-Income Countries (HICs) and Low- and Low-Middle-Income Countries (LICs/LMICs) that centre around education and training, capacity development, and health systems strengthening. In an ongoing effort to decolonize Global Surgery, our lab engaged in this study in hopes of initiating a conversation around what ethical, sustainable GSPs look like.
Using a modified Delphi technique, we recruited 50 global surgery experts from 34 countries representing all six WHO regions to iteratively establish consensus around the definitions and evaluation metrics for six “pillars” of sustainable GSPs: Stakeholder Engagement, Multidisciplinary Collaboration, Context-Relevant Education and Training, Bilateral Authorship, Multisource Funding, and Outcome Measurement. The associated 47-item checklist achieved full consensus among the expert panel over three rounds of the Delphi process and can serve as a self-auditing tool and benchmark to ensure accountability for those funding and engaging in GSPs. Importantly, this work also furthered an important conversation among panelists, within our lab, and in the literature about knowledge-sharing, co-creation, and decolonization by working in solidarity with, and uplifting, local and Indigenous providers, knowledge, and healthcare practices around the world.
In an ongoing effort to further this work, we are actively involved in pilot testing and iteratively revising this framework with Global Surgery groups engaged in GSPs within Canada and around the world.
Defining a Framework and Evaluation Metrics for Sustainable Global Surgical Partnerships
Authors: Catherine J Binda, Jayd Adams, Rachel Livergant, Sheila Lam, Kapilan Panchendrabose, Shahrzad Joharifard, Faizal Haji & Emilie Joos
Abstract
Objective: The aim of this study was to use expert consensus to build a concrete and realistic framework and checklist to evaluate sustainability in global surgery partnerships (GSPs).
Background: Partnerships between high-resourced and low-resourced settings are often created to address the burden of unmet surgical need. Reflecting on the negative, unintended consequences of asymmetrical partnerships, global surgery community members have proposed frameworks and best practices to promote sustainable engagement between partners, though these frameworks lack consensus. This project proposes a cohesive, consensus-driven framework with accompanying evaluation metrics to guide sustainability in GSPs.
Methods: A modified Delphi technique with purposive sampling was used to build consensus on the definitions and associated evaluation metrics of previously proposed pillars (Stakeholder Engagement, Multidisciplinary Collaboration, Context-Relevant Education and Training, Bilateral Authorship, Multisource Funding, Outcome Measurement) of sustainable GSPs.
Results: Fifty global surgery experts from 34 countries with a median of 9.5 years of experience in the field of global surgery participated in 3 Delphi rounds. Consensus was achieved on the identity, definitions, and a 47-item checklist for the evaluation of the 6 pillars of sustainability in GSPs. In all, 29% of items achieved consensus in the first round, whereas 100% achieved consensus in the second and third rounds.
Conclusions: We present the first framework for building sustainable GSPs using the input of experts from all World Health Organization regions. We hope this tool will help the global surgery community to find noncolonial solutions to addressing the gap in access to quality surgical care in low-resource settings.
Have you’ve published or come across valuable research on the praxis of REDI in medicine? Share it today.
We especially welcome submissions of research articles that explore equity, diversity, inclusion, justice, decolonization, Indigenization, or trauma-informed practices in medicine and healthcare.
Anti-Racism in Health Professions Education Modules
Welcome
The Anti-Racism in Health Professions Education modules were developed to encourage self-reflection, increase awareness, and inspire action towards anti-racism within health professions education. While the modules were created for faculty and residents in Postgraduate Medical Education (PGME), their wider use in the Faculty of Medicine is welcomed, as much of the content is applicable to other medical and health professional contexts. They are interactive, self-paced, and designed to take a total of approximately 2.5 hours depending on pre-existing knowledge and levels of interest. Eligible learners may earn up to 2.5 CPD credits upon completion of these modules.
Scenarios are presented as slices of life, intended to open an exploration of some general ways that racism can be experienced differently by different individuals and groups. They are not intended to be representative of the experiences of all faculty, learners, settings, manifestations of systemic racism, or experiences within health professions education and the healthcare system. Videos with insights from health professionals and anti-racism experts, learning activities, and curated resources are provided to help you explore each scenario.
We intend to add to the four modules currently available. In the meantime, there are additional resources related to racism on the Equity & Inclusion Office website as well as the Office of Respectful Environments, Equity, Diversity & Inclusion. For faculty looking to build their teaching skills related to these topics, please visit the Faculty Development Office website.
Modules
Group and Relational Settings
These modules are designed so they can be completed individually. Research also shows that learning in groups with peers helps reinforce concepts. Dr. Rebecca Howse and Dr. Leona Adams, the PGME Anti-Racism, Equity, Diversity and Inclusion leads have developed Academic Half Day sessions to build on the content of these modules in a synchronous format. Please reach out to pgme.aredi@ubc.ca for more information.
Finally, outside of PGME residents, the Office of Respectful Environments, Equity, Diversity & Inclusion (REDI) in the UBC Faculty of Medicine may be able to provide guidance or facilitation support if groups would prefer to complete these sessions in discussion-based group settings. To contact REDI, submit a service request or email redi.med@ubc.ca.
Accreditation
The Division of Continuing Professional Development, University of British Columbia Faculty of Medicine (UBC CPD) is fully accredited by the Continuing Medical Education Accreditation Committee (CACME) to provide CPD credits for physicians. This activity is an Accredited Self-Assessment Program (Section 3) as defined by the Maintenance of Certification Program of the Royal College of Physicians and Surgeons of Canada, and approved by UBC CPD. You may claim a maximum of 2.5 hours (credits are automatically calculated). This activity meets the certification criteria of the College of Family Physicians of Canada and has been certified by UBC CPD for up to 2.5 Mainpro+® Certified Activity credits. Each physician should claim only those credits accrued through participation in the activity.
SAP ID: 00018141
CFPC Session ID: 302065-001
CANOE Approach Workshop for Community-Engaged Research with Indigenous Communities
Are you prepared to navigate the research waters of community engagement in a meaningful and reciprocal way? Join the CANOE Approach workshop to reflect on your identity and readiness to embark on a community-engaged research journey with Indigenous communities. This in-person small group workshop is co-facilitated by Dr. Kimberly Huyser, Derek Thompson, and Daniele Gallardo, and co-organized by the UBC Cluster for Indigenous Engagement, Development, and Research (CIEDAR) and the Office of Respectful Environments, Equity, Diversity & Inclusion (REDI).
Topic | CANOE Approach Workshop for Community-Engaged Research
Dates: Thursday, January 22nd, 2026 OR Friday, February 13th, 2026
Time: 9:00 AM – 3:30 PM (PT)
Location | In-person on UBC Vancouver Campus. Exact location TBD.
Audience: This event is open to Faculty of Medicine staff, faculty, and clinical faculty.
Please note that each session is a repeat of the same workshop, so kindly register for only one date.
As this is a small-group workshop with limited capacity, early registration is recommended.
Facilitators
Kimberly R. Huyser (She/her),
Associate professor, Sociology, UBC
Member of the Navajo Nation, Arizona, USA
Kimberly R. Huyser is an associate professor of sociology at the University of British Columbia. She is an enrolled member of the Navajo Nation and grew up on the Navajo reservation in Arizona, USA. The central intellectual motivation driving her research agenda is to gain a deeper understanding of the social conditions that undermine health, as well as to identify the cultural and social resources leveraged by racial and ethnic groups in order to further their individual and collective health and well-being.
Derek K Thompson (He/Him) – Čaabať Bookwilla | Suhiltun , Director, Indigenous Engagement
Derek K Thompson – Čaabať Bookwilla | Suhiltun is from the diitiidʔaaʔtx̣ – Ditidaht First Nation, one of fourteen Nuuchahnulth communities along the west coast of Vancouver Island.
Derek is the Director, Indigenous Engagement for the UBC Faculty of Medicine, and he brings over 30 years of experience working with First Nations organizations and communities across the province and country to achieve wellness through health and related services.
His mission is to foster trust and mutual respect amongst students, staff and faculty in an effort to create an understanding of the commitments made by the Faculty of Medicine to strengthen the relationship with Indigenous peoples and communities.
Daniel Gallardo (They/them),
EdD Student, Educational Studies, UBC,
UBC Public Scholar,
Mestizx from Mexico.
Daniel Gallardo is a nonbinary Mestizx from Mexico and a UBC Public Scholar. They are Nahua and P’urhépecha on their father’s side of the family, and on their mother’s, they are of settler ancestry, Andalusian-Berber and French. Daniel is a doctoral student with the Department of Educational Studies whose research involves the ideological leverage of settler-colonialism and its impacts on sexuality and gender in education. For the past fifteen years, Daniel has worked in educational leadership and curriculum with a passion and commitment to equity, diversity, and inclusion. Their research focus contributes to the emerging field of Indigenous informed sexual orientation and gender identity scholarship as it proposes to interrogate and dismantle patriarchal and colonial assumptions of heterosexism and gender binaries performed within the normative culture and context of North America. Daniel collaborates with community organizations to develop, test and inform curricular practices that positively affect the well-being of those who regularly experience gender-based violence.
Description
The CANOE approach will help guide researchers in building stronger, more thoughtful relationships with Indigenous communities. While many researchers are eager to engage in this work, few pause and reflect on a more foundational question: Should you be engaging in community-based research to begin with? Through hands-on training, the CANOE (Circumspective Awareness, Navigating, Outcomes and Expectations) approach encourages researchers to reflect on whether their work should involve community engagement and how to do so in a good way. This one-day workshop introduces the CANOE Approach, a framework that invites researchers who are newer to community-engaged research to reflect on their readiness, responsibilities, and relationships before embarking on a community-engaged research journey. Rooted in the lived experiences of researchers committed to community-based work, participants will learn about ethical research practices, community expectations, and the importance of consent and collaboration, working towards reducing harm caused by outdated or colonial research approaches and creating space for lasting partnerships. Participants who complete the CANOE approach workshop will have a sense of whether their research vessel is prepared to navigate research waters in a meaningful and reciprocal way.
“This workshop builds on the CANOE framework published in The Lancet, co-authored by Dr. Kimberly Huyser, who also serves as one of the workshop facilitators.
Program
Program (text-version)
9:00 AM – 9:30 AM
Light breakfast snacks plus tea and coffee
9:30 AM – 10:30 AM
Opening Circle
10:30 AM – 10:45 AM
Break
10:45 AM – 11:00 AM
Introduction to CANOE Approach
11:00 AM – 12:15 PM
River of Life Exercise
12:15 PM – 1:00 PM
Lunch Break
1:00 PM – 2:00 PM
What Kind of Vessel Are You?
2:00 PM – 3:15 PM
What Kind of Waters Are You Prepared to Navigate?
3:15 PM – 3:30 PM
Closing
Research Voices from the Field with Rola Ajjawi
Research Voices from the Field is a new feature that showcases cutting-edge research that breaks barriers and promotes inclusion in medicine. Each edition spotlights a research publication and includes insights directly from the authors—revealing their motivations, the significance of their findings, and why the research matters for healthcare professionals everywhere.
In this edition, Rola Ajjawi, Professor of Medical Education in the Department of Surgery and Associate Director (Research) at the UBC Centre for Health Education Scholarship, reflects on why she co-authored “Reflections on four theoretical perspectives of belonging” and how it can be relevant to medical education.
In this edition, Rola Ajjawi, Professor of Medical Education in the Department of Surgery and Associate Director (Research) at the UBC Centre for Health Education Scholarship, reflects on why she co-authored “Reflections on four theoretical perspectives of belonging” and how it can be relevant to medical education.
Read Rola Ajjawi’s bio
Rola Ajjawi PhD, BAppSc(Physio)(Hons)
Rola Ajjawi is a Professor of Medical Education in the Department of Surgery and a Scientist, as well as the Associate Director (Research) at the UBC Centre for Health Education Scholarship. She studied physiotherapy and became a clinical teacher before completing a PhD in health professions education examining how clinical reasoning is learned and communicated in practice. She is an international research expert in workplace learning, including research on clinical supervision, feedback, equity in assessment, and belonging. She was awarded a Karolinska Institutet Fellowship in 2021 in recognition of her medical education research. Rola is Chair of the International Association for Health Professions Education (AMEE) Research Committee and incoming Editor-in-Chief of Medical Education.
Kevin, Ian, and I wrote this paper because we realized that while promoting student belonging was high on institutions’ radars, not everyone shared the same understanding of what belonging means. We were also concerned that a naïve focus on belonging might encourage assimilation, leading students to mask or erase aspects of who they are and what matters to them. In other words, overemphasizing belonging could be harmful for some students.
A sense of belonging plays a vital role in students’ motivation, learning, wellbeing, and persistence. Yet, the term is used in many different ways, often without considering what we actually mean by it. In this paper, we explore four ways of thinking about belonging to offer greater clarity and inspire new ways of supporting students in today’s evolving health education environments.
The psychological view treats belonging as a basic human need met through frequent, positive interactions. The socio-ecological perspective highlights how belonging is shaped by both individuals and their environments. The political perspective focuses on power—who is included, who is excluded, and at what cost. The relational view sees belonging as fluid and continually negotiated through everyday interactions.
Together, these perspectives remind us that belonging is complex—sometimes enabling, sometimes constraining. Rather than treating it as something we can simply “build,” educators should notice how belonging is experienced, encouraged, or resisted in daily practice, and consider how we might create spaces that value difference and connection in multiple, authentic ways.
Our key take-home messages are:
- We all play a part in creating spaces where students feel seen, valued, and free to be themselves.
- Belonging means different things depending on how you look at it — it’s not one-size-fits-all.
- It’s shaped by people, places, and power, not just by students’ motivation.
- Trying to make everyone “fit in” can do more harm than good.
- Belonging often happens in small, everyday moments — a smile, a chat, recognition.
Reflections on Four Theoretical Perspectives of Belonging
Authors: Rola Ajjawi, Kevin Eva & Ian Scott
Abstract
Student belonging is associated with motivation, persistence, scholarly success and wellbeing. There is considerable variability, however, in how belonging is understood that has largely gone unacknowledged. This variability can be problematic because the perspective through which belonging is viewed gives rise to different policies and practices. As medical schools evolve through more integration of educational technology, creation of distributed campuses, and shifting student demographics, we need to rethink how such changes will influence belonging. To that end, in this Reflections paper, we seek to produce conceptual clarity by outlining four theoretical perspectives (psychological, socio-ecological, political and relational) with respect to when and how belonging is defined along with how they might inform application to medical education. We identify key authors and review papers from within each perspective, describing how belonging was defined, its boundaries, and key ideas offered. While there is considerable overlap among some perspectives, we highlight distinctions and connect them to relevant medical education literature to draw out their implications. The psychological perspective identifies belonging as a motivational need. The socio-ecological perspective recognizes belonging as a feeling that is dynamic and enabled through interactions with different aspects of the social milieu. The political perspective examines the intersection of two domains, the personal and the political, to understand who has the power to grant belonging and how that intersects with personal feelings of belonging. The relational perspective orients to everyday practices and the dynamic negotiation of relations among people. We hope this paper helps to orient the field towards multiple, nuanced and productive perspectives on belonging.
Have you’ve published or come across valuable research on the praxis of REDI in medicine? Share it today.
We especially welcome submissions of research articles that explore equity, diversity, inclusion, justice, decolonization, Indigenization, or trauma-informed practices in medicine and healthcare.
UBC Medicine & The Australian National University: Walking the Path of Reconciliation Together
Thank you for joining our Indigenous Speakers Series session virtually on Tuesday, October 28, 2025, from 12:00 PM – 3:00 PM (PT). In June 2024, the UBC Faculty of Medicine (FoM) and the Australian National University College of Health and Medicine (ANU) signed a historic agreement to collaborate in advancing the health and wellness of Indigenous peoples. This landmark Memorandum of Understanding (MoU) is the first of its kind, committing both institutions to shared work in Indigenous medical education, health and wellness research, and reconciliation with Indigenous communities. This Indigenous Speakers Series session brought together representatives from ANU and UBC to reflect on the commitments outlined in the MoU and to share lessons learned from walking this path together.
Topic | UBC Medicine & The Australian National University: Walking the Path of Reconciliation Together
Date: Tuesday, Oct 28th, 2025
Time: 12:00 PM – 3:00 PM (PT)
Live Stream & Recording | Register to receive the webcast link or access to the recording after the event.
All REDI events are open to the public unless otherwise noted.
Speaker Bios
Dr. Stewart Sutherland,
Chair, Indigenous Health Framework,
School of Medicine and Psychology;
Head, Aboriginal and Torres Strait Islander Unit,
The Australian National University
Associate Professor Stewart Sutherland was born and raised in Wellington, NSW, the heart of Wiradjuri Country. He is the Chair of the Aboriginal Health Unit, School of Medicine and Psychology, at the Australian National University, where he and his team educate the doctors of tomorrow to work alongside Indigenous people for better health outcomes. This work has led to him winning two teaching awards (2023 and 2024).
For over a decade, he worked in Indigenous health (alcohol and other drugs, mental health, and sexual health). In more recent years, he has focused on identity and particularly Social and Emotional Wellbeing through connection to culture. This has led to a focus on understanding the ways in which people think, and One Health.
Stewart completed his PhD at the Australian National University in Canberra, focusing on the interplay between reconciliation (apology) and the social and emotional wellbeing of people forcibly removed from their families due to Indigeneity.
Amanda Wingett,
Lecturer, Aboriginal and Torres Islander Unit,
The Australian National University
Amanda is Yandruwandha and Yawarrawarrka, of the Cooper Basin Region. She is a lecturer in the Aboriginal and Torres Strait Islander Health team, under the leadership of Dr. Stewart Sutherland, educating the doctors of tomorrow to work alongside Indigenous people for better health outcomes.
Amanda has spent more than a decade working across Indigenous health fields, including food security; mothers, infants, and children’s nutrition; ear health; and public policy. She is one of very few Aboriginal and/or Torres Strait Islander nutritionists and is currently studying law with the intention of improving the Indigenisation of medicolegal education.
Dr. Dean Jones, Vice Dean, Health Engagement
Clinical Associate Professor, Department of Anesthesiology, Pharmacology & Therapeutics
Associate Dean, Fraser (former)
Regional Medical Director of Anesthesiology, Fraser Health (former)
Dr. Jones is a Clinical Associate Professor in the Department of Anesthesiology, Pharmacology & Therapeutics at UBC. He most recently served as Associate Dean, Fraser, where he supported the successful implementation of medical and health professions education in the Fraser region, including the MD Undergraduate Program’s Fraser Medical Cohort and the Master of Physical Therapy program.
Dr. Jones previously served as Regional Medical Director of Anesthesiology at Fraser Health and currently practices at Delta Hospital.
As Vice Dean, Health Engagement, he works in partnership with provincial health authorities, health system organizations, government, First Nations and Indigenous peoples, communities, and industry to advance shared priorities and further the goals of the Faculty of Medicine’s strategic plan.
Dr. Mike Allard, Professor Emeritus
Vice Dean, Health Engagement, UBC Faculty of Medicine (retired)
Head, Department of Pathology & Laboratory Medicine (retired)
Faculty Lead, UBC Faculty of Medicine’s Response & Commitments to the Truth and Reconciliation Commission of Canada’s Calls to Action
Faculty Lead, Memorandum of Understanding between the UBC Faculty of Medicine and The Australian National University College of Health and Medicine
Dr. Mike Allard is a third generation settler of Welsh and English ancestry who respectfully acknowledges having had the privilege of living and working on the traditional unceded territories of the xʷməθkʷəy̓əm (Musqueam), Sḵwx̱wú7mesh (Squamish) and səl̓ilwətaɁɬ (Tsleil- Waututh) Peoples as an uninvited guest for most of his life. He is a Professor Emeritus in the Department of Pathology and Laboratory Medicine at the University of British Columbia and was formerly Vice-Dean, Health Engagement in the Faculty of Medicine at UBC. In the latter role, he provided leadership and support to Faculty efforts with respect to Indigenous relationships and reconciliation. These efforts included working with colleagues at The Australian National University to develop a Memorandum of Understanding focused on shared efforts on truth and reconciliation at both institutions. Dr. Allard, who is an alumnus of UBC, was also a Cardiovascular Pathologist at St. Paul’s Hospital for many years and previously served as Head in the UBC Department of Pathology and Laboratory Medicine.
Description
Written by Derek K Thompson – Čaabať Bookwilla | Suhiltun , Director, Indigenous Engagement
In June 2024, the UBC Faculty of Medicine and The Australian National University College of Health and Medicine (ANU), led by Dr. Dermot Kelleher, Dean of the UBC Faculty of Medicine, and Dr. Russell Gruen, Dean of the ANU College of Health and Medicine, signed a historic agreement to collaborate on efforts to improve the health and wellness of Indigenous populations.
This landmark Memorandum of Understanding (MoU) is the first of its kind, with a commitment to work together on Indigenous medical education, health and wellness research, and advancing reconciliation with Indigenous peoples. In the lead-up to the formal signing of the MoU, faculty and staff from both universities visited each other’s campuses to establish key relationships and exchange learnings.
Following a symposium and conference in Canberra, Australia, in Fall 2023, and the signing of the MoU in Summer 2024 at UBC, plans are underway for 2025–2026 for key representatives from both universities to continue to uphold the commitments “to work together, across continents, to improve the health outcomes of Indigenous peoples, honour their traditions, and respect their rights.”
Please join me for this important panel session with representatives from the Australian National University and the UBC Faculty of Medicine to hear about the work being done to uphold the commitments in the MoU and to learn about key lessons emerging from the collaboration between the universities.
Moderator
Derek K Thompson – Čaabať Bookwilla | Suhiltun, Director, Indigenous Engagement
What Will I Learn?
You will learn about the overall work outlined in the Memorandum of Understanding between The Australian National University and the UBC Faculty of Medicine.
Continue Learning
“The time to make things happen is now. The time to seek out our individual and shared power is now.”
Discover more about REDI’s Indigenous Initiatives Speakers Series here
Find REDI’s Indigenous-Specific Resources here