Name
Establishing the Fort Peck Native American Health Education Continuum
with NYIT College of Osteopathic Medicine
Date & Time
Monday, June 8, 2026, 2:08 PM - 2:23 PM
Location Name
Lamar B
Speakers
Authors
Dr. Joerg R. Leheste, NYIT College of Osteopathic Medicine
Jacob Turcotte, Poplar School District
Molly Helie, NYIT College of Osteopathic Medicine
Aminah Sarowar, NYIT College of Osteopathic Medicine
Sofia Bauer, NYIT College of Osteopathic Medicine
Shwana Noorani, NYIT College of Osteopathic Medicine
Amelia Lam, NYIT College of Osteopathic Medicine
Courtney Brady, NYIT College of Osteopathic Medicine
Xitlali Maceda, NYIT College of Osteopathic Medicine
Mahdia Begum, NYIT College of Osteopathic Medicine
Presentation Topic(s)
Curriculum
Description
PURPOSE
The Health Education Continuum is a collaborative initiative between the
Poplar School District on the Fort Peck Indian Reservation in Poplar, Montana
and the Center for Health Policy Research at NYIT College of Osteopathic
Medicine (NYITCOM) on Long Island, New York. The continuum intends to reduce
health disparities by strengthening the healthcare workforce on the
reservation. This program promotes wellness, self-efficacy, and engagement in
health professions among Poplar students. The long-term goal is to raise
interest in becoming physicians along an “educating the tribe’s own” pathway
serving their communities. The first phase introduces seventh-grade students
to a culturally responsive, evidence-based health curriculum that integrates
native tribal principles and practice with osteopathic holistic care
concepts.
METHODS
Development of a two-academic-quarters curriculum has been completed
resulting in a culturally responsive, evidence-based health curriculum for
seventh-grade students at Poplar Middle School. It was developed
collaboratively by NYITCOM students, Poplar educators, and Tribal College
scholars integrating guiding values of the Poplar School District with tribal
and osteopathic holistic health concepts promoting self-empowerment, cultural
resilience, environmental stewardship and community care. Themes are: Health,
Identity, and Medicine; Body Systems and Common Pathogens; Chronic Disease
and Epidemiology; Mental Health and Wellbeing; Environmental Medicine;
Community Health and Careers in Medicine.
RESULTS
Collaboration between NYITCOM, Fort Peck Tribal community and the Poplar
school district officials has been established with all stakeholders in full
support. Course themes, valued ends (objectives) and a detailed course
outline have been developed and shared for further lesson planning informed
by Native American pedagogies. Six additional NYITCOM students have been
recruited to ensure continued support for further curriculum creation and
delivery.
CONCLUSION
This past year we have been able to develop a culturally responsive course
framework supporting our long-term goal of educating the tribe’s own into
physicians practicing on the reservation and narrowing a significant
access-to-healthcare gap.
The Health Education Continuum is a collaborative initiative between the
Poplar School District on the Fort Peck Indian Reservation in Poplar, Montana
and the Center for Health Policy Research at NYIT College of Osteopathic
Medicine (NYITCOM) on Long Island, New York. The continuum intends to reduce
health disparities by strengthening the healthcare workforce on the
reservation. This program promotes wellness, self-efficacy, and engagement in
health professions among Poplar students. The long-term goal is to raise
interest in becoming physicians along an “educating the tribe’s own” pathway
serving their communities. The first phase introduces seventh-grade students
to a culturally responsive, evidence-based health curriculum that integrates
native tribal principles and practice with osteopathic holistic care
concepts.
METHODS
Development of a two-academic-quarters curriculum has been completed
resulting in a culturally responsive, evidence-based health curriculum for
seventh-grade students at Poplar Middle School. It was developed
collaboratively by NYITCOM students, Poplar educators, and Tribal College
scholars integrating guiding values of the Poplar School District with tribal
and osteopathic holistic health concepts promoting self-empowerment, cultural
resilience, environmental stewardship and community care. Themes are: Health,
Identity, and Medicine; Body Systems and Common Pathogens; Chronic Disease
and Epidemiology; Mental Health and Wellbeing; Environmental Medicine;
Community Health and Careers in Medicine.
RESULTS
Collaboration between NYITCOM, Fort Peck Tribal community and the Poplar
school district officials has been established with all stakeholders in full
support. Course themes, valued ends (objectives) and a detailed course
outline have been developed and shared for further lesson planning informed
by Native American pedagogies. Six additional NYITCOM students have been
recruited to ensure continued support for further curriculum creation and
delivery.
CONCLUSION
This past year we have been able to develop a culturally responsive course
framework supporting our long-term goal of educating the tribe’s own into
physicians practicing on the reservation and narrowing a significant
access-to-healthcare gap.