Reflections on Pathways Into Health

In September 2006, we had the privilege of attending the Pathways Into Health Conference held in Denver, Colorado, USA. One of us (HB) was invited as a keynote speaker on interprofessional education. The other (MS) attended as lead editor for this Pathways supplement. We also presented and facilitated together at one of the break-out sessions. The cultural, educational and personal experience of the Conference was enlightening and enriching for both of us. The Conference opened a window for us into American Indian and Alaska Native (AI/ AN) world views, philosophies, values, and practices. There was thanks given to God-theCreator in the blessing that opened every session, sessions characterized by respectful language that marked every interaction between participants as they celebrated good work accomplished together. There was respect too for differences among tribes and the honoring of elders, yet heartfelt response to the experience of young AI/AN health professions’ students. Neither of us will forget the traditional flute music at the reception and Native American dancing in the evening, but the most lasting memory will be the powerful instruction about the history of US policies that have shaped education, health and health care for AI/AN people today. All this and more exemplified for us interprofessional learning at its best. Pathways works to promote cultural integration and on site educational experiences, using distance learning methods to connect higher education resources to the communities where much of the learning occurs and the health care is delivered. Its strategy is designed to overcome longstanding barriers by making the training and its impact more immediate and more visible to AI/AN communities, whose leaders encourage their young people to consider becoming health professionals, provide role models to inspire them, and enlist cultural and family support that is critical to reduce isolation during training. At the same time, Pathways works to enhance the understanding of academic partners about culturally supportive educational environments; valuing work-based learning that is consonant with cultural ways of knowing; and closing the gap between training and health care delivery by incorporating students directly into the delivery of health care that meets community needs. The PIH initiative, we came to see, could meet its objectives more fully and more effectively by reviewing and revising that strategy to apply wider understanding of interprofessional education and collaborative practice. The value added promises: