Poche Winter Research Scholarship Program

The UQ Poche Centre facilitates a range of research opportunities for undergraduate, honours and masters by coursework students through the upcoming Winter Research Program in June-July 2018.

The Centre brings together Indigenous and health expertise across the University, and works collaboratively with Indigenous community organisations and health providers. A core objective of the Centre is the development of a skilled, culturally responsive health workforce.

In conjunction with the UQ Student Employability Centre, the Poche Centre has a number of projects available for students interested in research. 

The UQ Winter Research Program provides you with an opportunity to gain research experience working alongside some of the university’s leading academics and researchers. All Winter Research scholars are eligible to apply for a scholarship for the duration of their research (between 4-6 weeks). 

Broad requirements for the Poche Centre Winter Research Scholarships

  • Aboriginal and Torres Strait Islander students are especially encouraged to apply.
  • Students must be currently enrolled at UQ at the time of application.
  • Students should have a high level of academic achievement.

Further information for applicants is available on the UQ Student Employability Centre website.

Applications for 2018 are now closed.

It is expected that scholars will work a minimum of 20 hours per week for at least four weeks. Please note that some positions require scholars to work on a full-time basis (up to 36 hours per week), and the expected workload is set by each supervisor. The scholar and the supervisor are able to negotiate the duration of the project and the workload requirements. 

Watchful waiting for Aboriginal and Torres Strait Islander Children with acute otitis media

Project title:

Watchful waiting for Aboriginal and Torres Strait Islander Children with acute otitis media (WATCH) trial

Project duration: 4 - 6 weeks, with a minimum of 20 hours per week
Preferred commencement date: 25 June 2018
Background:

Watchful waiting for Aboriginal and Torres Strait Islander children with acute otitis media (WATCH) trial is a randomised control trial which aims to investigate appropriate treatment strategies for ear infections in Indigenous children in metropolitan areas to decrease their risk of developing chronic complications.

As part of this study, the research team are examining how carers, Aboriginal Health Workers, GPs, NPs, researchers and others feel about the  treatment of AOM, and undertaking/participating in research within a primary health care setting.

The successful applicant will carry out tasks related to the analysis of the transcribed qualitative interviews and the writing of a report. The scholar will be supported to develop the work for publication.

Expected outcomes & deliverables: 

The successful applicant will be supported to develop a paper for publication.

The scholar may be invited to present their findings and/or experiences at the conclusion of their project.

Suitable for:

This project welcomes applications from Masters-level students with an interest in Indigenous health.

Primary supervisor: Dr Chelsea Bond and A/Prof Deborah Askew
Further information:

Prospective scholars may wish to contact Dr Chelsea Bond for further details.

Indigenous Birthing in an Urban Setting

Project title:                 

Indigenous Birthing in an Urban Setting (IBUS) Study

            
Project duration: 4 weeks, with a minimum of 20 hours per week
Preferred commencement date: 18 June 2018
Background: The IBUS Study is evaluating best practice maternity care to improve maternal and infant health outcomes for Aboriginal and Torres Strait Islander families in South East Queensland. We are interested in understanding how Birthing on Country principles can best be implemented into maternity services in an urban setting. This study is done in partnership between the Mater Mothers Hospital, the Institute for Urban Indigenous Health, and the Aboriginal and Torres Strait Islander Community Health Service. We conduct surveys at 4 time points with women having Aboriginal and Torres Strait Islander babies at the Mater Mothers Hospital and also at the Royal Brisbane and Womens Hospitals. So far we have over 200 women in the study, with almost 500 surveys completed. 


The successful applicant will be trained in research methods to undertake data collection alongside the IBUS Research Assistants and/or other research related tasks such as assisting with literature reviews.

            
Expected outcomes & deliverables: 

The student may gain skills on how to obtain informed consent, recruit women, conduct surveys, assist with infant developmental assessments as well as liaise with staff from different models of maternity care, Aboriginal Medical Services, and community based programs. They will gain experience working in a multidisciplinary multiagency partnership, through a study that uses collaborative action-based research to make positive change in service delivery and planning.

The scholar may be invited to present their findings and/or experiences at the conclusion of their project.

Suitable for:                 

This would suit students with backgrounds including but not limited to Midwifery, Nursing, Social Work, Community Services, Medicine, Public Health, Social Science and Indigenous Studies.

Primary supervisor: Dr Sophie Hickey 
Further information:                 

Prospective scholars may wish to contact Dr Sophie Hickey for further details.

            

Strengthening the Aboriginal and Torres Strait Islander Health Workforce: Leadership in Research

Project title:                 

Strengthening the Aboriginal and Torres Strait Islander Health Workforce: Leadership in Research

            
Project duration: 4 weeks, with a minimum of 20 hours per week
Preferred commencement date: 18 June 2018
Background:

The UQ Poche Centre for Indigenous Health is committed to supporting leadership in urban Indigenous health research and workforce development. Fundamental is Indigenous leadership in shaping research agendas, ensuring that Aboriginal and Torres Strait Islander communities benefit from research, and foregrounding and respecting Indigenous knowledges. This project offers the student the opportunity to be involved in work focused on improving health outcomes for Aboriginal and Torres Strait Islander peoples. The successful applicant will complete work on 2 interrelated studies, which have a focus on strengths-based approaches to Indigenous research.

The first, Moving beyond the front line: A 20 year retrospective cohort study of career trajectories from the Indigenous Health Program at the University of Queensland, examine critical success factors for enabling Indigenous leadership across the health system as demonstrated by alumni of the University of Queensland’s Indigenous Health Program (1994-2005), who today work in various leadership roles throughout the country.

The second is a participatory action research project, conducted in partnership with Inala Wangarra, which uses film, in-depth interviews, and photovoice to gather qualitative data from young men participating in the 2018 Rites of Passage program, their partners, families, and stakeholders. 

Expected outcomes & deliverables: 

The student will have the opportunity to work across a range of areas, and will develop their skills in: 

  • Data collection and thematic analysis
  • Project management
  • Grant writing
  • Development of training materials

Poche winter research scholars may be invited to present their findings and/or experiences at the conclusion of their project.

Suitable for:                 

This project welcomes applications from UQ students with an interest in Indigenous health and a background in health sciences, social sciences or a related field, preferably with an understanding of and/or experience working with Aboriginal and Torres Strait Islander peoples.

Primary supervisor: Dr Chelsea Bond
Further information:                 

Prospective scholars may wish to contact Caitlin Murphy or Dr Chelsea Bond for further details.

            

The Trouble with Culture: Rationalising Indigenous health inequality

Project title:                 

The Trouble with Culture: Rationalising Indigenous health inequality            

Project duration: 4 - 6 weeks, with a minimum of 20 hours per week
Preferred commencement date: 25 June 2018
Background:

The persisting health inequalities that Indigenous people experience reveal race as a powerful predictor of health and illness in Australian society today. Using critical race theory, this research will illuminate our understanding of, and ability to address Indigenous health inequality, transforming public health understandings of race and racism and providing the necessary foundational work for the construction of a race-critical Australia public health.

Expected outcomes & deliverables: 

The student will be required to complete tasks related to a desktop analysis of public health conceptualisations of identity, race and culture, to inform the development of a literature review. 

Suitable for:                 

This project welcomes applications from UQ students with an interest in Indigenous health and a background in health sciences, social sciences or a related field, preferably with an understanding of and/or experience working with Aboriginal and Torres Strait Islander peoples.

Primary supervisor: Dr Chelsea Bond
Further information:                 

Prospective scholars may wish to contact Dr Chelsea Bond for further details.

            

Sport, Stories and Survival: Examining Cherbourg's Past and Present

Project title:                 

Sport, Stories and Survival: Examining Cherbourg's Past and Present

Project duration: 5 weeks, with a minimum of 20 hours per week
Preferred commencement date: 25 June 2018
Background:

Cherbourg was established in 1904 approximately 250 kilometres north-west of Brisbane, and is recognised as one of Queensland’s most famous (and infamous) Indigenous settlements. Sport has played an incredibly important role from the inception of Cherbourg until contemporary times and the Summer Program will make a significant contribution to examining the cultural, social, and political complexities of sport at Cherbourg. This analysis of sport will inform us about a little-known period of our history when Indigenous people were essentially excluded from mainstream Australia and when Aboriginal people gradually and incrementally engaged in sport to create a collective identity, to test themselves in Anglo-Australian competitions, and as a barometer of 20th-century race relations.


 Aims: This project, via a focus on the sport of boxing, aims to:

  • Collaboratively work with the research team and Cherbourg community to ensure their voices are recorded/preserved
  • Research and collate written records to share with the community
  • Explore, share and record personal memories and meanings
  • Individually, contribute to the process of healing through history making
  • Collectively, contribute to reconciliation efforts through collective memory making and displays of these memories
Expected outcomes & deliverables: 

Key tasks are to:

  • Conduct literature searches where appropriate
  • Assist with archival and library research
  • Contribute to database development
  • Organise oral history interviews with individuals, if appropriate, to share and record personal memories and meanings
  • Liaise with Aboriginal groups and memory institutions to make appropriate documents and materials available 

Students will develop skills in historical research and benefit from participating in the project through exposure to the larger research context in which this project sits. More broadly, students will further their understanding of historical and contemporary experiences of Aboriginal communities like Cherbourg, and develop skills around engaging with Aboriginal people in a research context. The project will build student capacity for reflection on their own cultural practice, to take with them into their professional lives after graduation.

Suitable for: UQ-enrolled students only. Ideally, applicants should have taken at least one of the HMNS sociocultural courses (e.g., sport history, sport sociology). 
Primary supervisor:

Dr Gary Osmond & Associate Professor Murray Phillips

Further information:                 

Prospective scholars may wish to contact either Dr Gary Osmond or A/Prof Murray Phillips for more information.

            

Evaluation of ATOMIC for Dietitians

Project title: 

Evaluation of ATOMIC for Dietitians

Project duration:

6 weeks, for a minimum of 20 hours per week

Description:

The Institute for Urban Indigenous Health (IUIH) Ltd is a not-for-profit, Aboriginal and Torres Strait Islander Community Controlled Organization which leads the planning, development and delivery of comprehensive primary health care to Indigenous communities of the South East Queensland Region. The IUIH and its Members serve Australia’s second largest but fastest growing Indigenous population. IUIH’s mission is to ensure Aboriginal and Torres Strait Islander peoples in South East Queensland have access to comprehensive, high quality and timely primary health care services, integrated with the broader health and human services system.

The Australian Therapy Outcome Measure for Indigenous Clients (ATOMIC) has been utilized at the Institute for Urban Indigenous Health (IUIH) to develop goals for therapy sessions and review the impact of the therapy on the progress of individual in both Occupational Therapy and Speech Pathology.

This project aims to roll-out the ATOMIC for use with Dietitians and to explore its utility and validity in measuring outcomes for urban Aboriginal and Torres Strait Islander people. The project will involve some data collection (interviews) and analysis of existing data.

Expected outcomes and deliverables:

The student will gain skills in data collection and data analysis and may have the opportunity to contribute to a publication from their research.

The successful student/s will be required to complete an induction with the student placement coordinator at IUIH’s Windsor head office before commencing their placement. Additionally, all project students will be asked to present their projects to the team in a monthly research forum, and to provide a project report, once they have completed the project.

Suitable for:

The student needs to be able to work independently and proactively and follow directives effectively. Students will get the most out of their placement if they come with an ability and willingness to be flexible, reflect on their own values and culture, and humility to learn. All students are required to complete an IUIH student orientation, which includes training on the Making Connections framework and an introduction to the IUIH's Cultural Integrity Investment Framework (The Ways).

This project is open to applications from UQ enrolled students with a background in nutrition & dietetics or similar fields.

Primary Supervisor:

 

Dr Michael Leveritt (UQ) and Dr Kate Odgers-Jewell (IUIH)

Further info:

Please contact Dr Kate Odgers-Jewell for further details.

Evaluation of ATOMIC for Social Health  

Project title: 

Evaluation of ATOMIC for Social Health  

Project duration:

6 weeks

Description:

The Institute for Urban Indigenous Health (IUIH) Ltd is a not-for-profit, Aboriginal and Torres Strait Islander Community Controlled Organization which leads the planning, development and delivery of comprehensive primary health care to Indigenous communities of the South East Queensland Region. The IUIH and its Members serve Australia’s second largest but fastest growing Indigenous population. IUIH’s mission is to ensure Aboriginal and Torres Strait Islander peoples in South East Queensland have access to comprehensive, high quality and timely primary health care services, integrated with the broader health and human services system.

The Australian Therapy Outcome Measure for Indigenous Clients (ATOMIC) has been utilized at the Institute for Urban Indigenous Health (IUIH) to develop goals for therapy sessions and review the impact of the therapy on the progress of individual in both Occupational Therapy and Speech Pathology.

This project aims to roll-out the ATOMIC for use with our social health team, and to explore its utility and validity in measuring outcomes for urban Aboriginal and Torres Strait Islander people. The project will involve some data collection (interviews) and analysis of existing data.

Expected outcomes and deliverables:

The student will gain skills in data collection and data analysis and may have the opportunity to contribute to a publication from their research.

The successful student/s will be required to complete an induction with the student placement coordinator at IUIH’s Windsor head office before commencing their placement. Additionally, all project students will be asked to present their projects to the team in a monthly research forum, and to provide a project report, once they have completed the project.

Suitable for:

The student needs to be able to work independently and proactively and follow directives effectively. Students will get the most out of their placement if they come with an ability and willingness to be flexible, reflect on their own values and culture, and humility to learn. All students are required to complete an IUIH student orientation, which includes training on the Making Connections framework and an introduction to the IUIH's Cultural Integrity Investment Framework (The Ways).

This project is open to applications from UQ enrolled students with a background in social health (i.e. psychology, social work, counselling) or similar fields.

Primary Supervisor:

 

Dr Kate Odgers-Jewell (IUIH) and Dr Paul Harnett

 

Further info:

Please contact Dr Kate Odgers-Jewell

Transformative cultural education for Game-Changing Educators in Indigenous Health: Students perspectives

Project title: 

Transformative cultural education for Game-Changing Educators in Indigenous Health: Students' perspectives

Project duration:

4-6 weeks, minimum of 20 hours per week

Description:

UQ Poche Centre for Indigenous Health and Office of the Pro-Vice-Chancellor (Indigenous Engagement) successfully attained a Teaching Innovation Grant investigate and develop blended learning training for staff teaching Indigenous health content in the Faculty of Medicine.  Following this pilot, training will have a staged roll-out in the Faculties of Health and Behavioural Sciences as well as Humanities and Social Sciences.

Whilst the grant includes evaluating Indigenous teaching staff experience of the training, capturing UQ student perspectives on current and desirable teaching of Indigenous health will be valuable to the training’s development.

The aim of this qualitative research is to understand Aboriginal and/ or Torres Strait Islander medicine and health-related students’ perspectives on current teaching and ways to improve the teaching of Indigenous health as well as what knowledge sources and range of experiences have informed students’ perspectives e.g. literature, experiences, sharing of experiences from fellow students.   

What are Aboriginal and Torres Strait Islander student perspectives on what knowledge and skills do non-Indigenous health teaching staff and students need to respect and build relationships with Aboriginal and Torres Strait Islander peoples?  What knowledge sources and range of experiences have informed student perspectives?

Expected outcomes and deliverables:

The student will gain skills in data collection, data analysis and may have the opportunity to contribute to  a publication from their research. The student will be engaged in the design, development and implementation of a survey and/or focus groups.

Suitable for:

This project is suitable for Aboriginal and Torres Strait Islander students and non-Indigenous students enrolled in a UQ program with a background in health and/or social science.

Primary Supervisor:

 

Nell Angus

 

Further info:

Please direct any questions about this project to Nell Angus.

 

Jordan Cory
As part of her Summer Research Project, Jordan evaluated and redeveloped a tool for occupational and speech therapists working with Indigenous school children on a range of difficulties that make learning or school participation challenging.