Tristan Bomberry’s first research experience came at 19 years old, when he was in the early stages of his Bachelor of Health Sciences degree at McMaster.
He was working as a research assistant on the COVID CommUNITY – First Nations project, a study aimed at better understanding the immune response and safety of the COVID-19 vaccine in First Nations populations.
Bomberry’s work with partners from McMaster University, the Population Health Research Institute (PHRI), and Six Nations of the Grand River sparked a passion for research that makes a difference for Indigenous communities.
Bomberry carried that passion into a Master of Science in Health Research Methodology degree at McMaster, where he analyzed survey data from the COVID CommUNITY project to explore how community members navigated the pandemic. His thesis explored how culturally grounded health care can strengthen trust, comfort, and connection within Indigenous communities.
Now, a first-year medical student at McMaster, Bomberry serves as vice-president of Indigenous Health for the McMaster Medical Student Council, a frequent guest lecturer throughout various undergraduate programs, and member of the board of directors for the De dwa da dehs nye>s Aboriginal Health Centre.
We spoke with Bomberry about his journey through research, community-driven work, and his experience at McMaster.
Tell me about yourself.
I was born and raised in the east end of Hamilton and am a member of the Six Nations of the Grand River reserve.
Coming to McMaster for undergrad felt a bit full circle for me, because I was actually born at Mac. To come back, it was something my dad always wanted. Education’s been, I don’t know if “unobtainable” is the right word, but perhaps more so something that other people get, in his mind – not necessarily something meant for him. So being able to come here, and for him to watch his kid walk through the doors of a place he admired so much, meant a lot to both of us.
I always say that I would not be working towards my MD (medical doctor) degree without my M and D – my mom and dad. They have always believed in education in a really powerful and inspiring way, even when they didn’t necessarily see themselves reflected in those spaces. Everything I’ve been able to do has been because of the foundations they laid for me.
Growing up, I knew my experience was not the same as everyone else’s in my family – I didn’t have to worry about things like clean water availability, food access, et cetera. At some point, I realized that privilege comes with responsibility. For me, research was a way to combat privilege in some capacity by using what I was given to be able to give back, especially to Six Nations and other Indigenous communities.
Throughout undergrad, I tried to build a toolkit through Indigenous health research so that in whatever path I decided to pursue, I could bring these skills back to community settings.
Why is it so important to include community perspectives in the research process?
Often research has traditionally lacked that community focus. People who are providing us the data – the people most affected by what is being studied – don’t always see those benefits come back to them. If you truly want to help the community you are working with, you have to, sort of, intertwine yourself in that community and understand where they are to begin with.
There’s also been a real disconnect between research and Indigenous communities for many reasons. In some cases, people were harmed at the hands of researchers, or treated more like ‘subjects’ than actual partners. Because of this history and present-day realities for many folks, there is understandably distrust in many Indigenous communities and with Indigenous people between scientific research and themselves.
If we want to repair that relationship and build something more sustainable, it starts with working with communities – talking to people, listening, and highlighting what actually matters to them. Researching in rather than researching out is something that we used a lot on Six Nations. Starting with the community, identifying what’s important, and then us reaching out to external partners instead of studying people from the outside.
How’s your first year of medical school going?
It’s been busy, but it’s a really good busy. I very much appreciate the problem/people-based learning style.
Apart from the academics, the community that has been built around me has been inspiring. I’ve felt especially connected with the Indigenous Health Learning Lodge and [associate dean of Indigenous Health] Dr. Patricia Farrugia. Dr. Farrugia plays a pivotal role within the MD program and has always made sure that the Indigenous students know they have someone to turn to if they need help. I’d also like to extend a thank you to the Indigenous Health Learning Lodge’s learning services coordinator, Melissa Steven. Melissa’s job is to support Indigenous students within the Faculty of Health Sciences; seeing the care and love she puts into everything she does for us makes my heart warm.
I find it very comforting knowing that I have people like this in my corner. Those who reach out, show their kindness, and come from a similar background. It really has a way of making you feel like home.
While I still may be figuring out what specialty of medicine I want to practice in, I am confident that I understand my core values. While they may grow and evolve, they always float around the themes: helping community, ensuring I live a life that’s meaningful to me, and being able to contribute, in some capacity, to the Truth and Reconciliation Calls to Action with increasing Indigenous representation in the medical field by creating an environment where students feel more comfortable to come in.
What’s the most meaningful project you’ve worked on so far?
The COVID CommUNITY project is definitely near the top of this list. I started as a research assistant and over time took on more of a leadership role and became a point person for other staff and participants.
What made the project meaningful was seeing how it helped bring people together and develop research capacity. It played a role in helping our community members and the people who were on the project, like myself, learn those tangible research skills and ignite discussions of our own studies that could be launched to support the community.
There is a community health study happening now on Six Nations that grew out of the work and resources built through the COVID CommUNITY project. While the COVID CommUNITY study sort of started as a McMaster/PHRI-initiated project, it then progressed into multiple community members, including myself, getting degrees, getting trained in research, and then being able to launch their own health research study that will hopefully be able to help our community for years to come.
As mentioned, I worked on the COVID CommUNITY project throughout my undergrad and subsequently progressed it through to a Master of Science degree. It was such a privilege to be able to see something from inception to where it is today.
Community projects like this typically last a long time. Usually, one researcher, especially ones like myself who are in the early stages of their career, don’t always get to see it through multiple stages – from collecting data with participants to analyzing it and contributing to knowledge translation. So, being able to witness this full arc and progression has been really meaningful to me. I’m beyond grateful for the wonderful mentors I’ve had throughout this journey, including the PHRI team: Dr. Sonia Anand, Ms. Dipika Desai, and Dr. Russell de Souza, the Six Nations team: Ms. Sara Smith, Ms. Jacqui Powless, Ms. Maggie Powless-Lynes, and Ms. Jane Caven Henhawk, and my M.Sc. team: Dr. Jennifer Walker, Ms. Lori Davis-Hill, and Dr. de Souza.
At any point, from your master’s degree to medical school, did you consider trying a different school? What kept you at Mac?
While I was extremely gracious enough to receive offers to multiple medical schools across Canada, Mac has always been home for me. Because so much of my work is rooted in community and rooted in the relationships I’ve built here, staying made sense. I’ve had opportunities to go to conferences, talk to people from different schools, and get out of my circle to see what else is out there, but it is always nice to come back to a place that feels like home.
I remember being in high school and looking at McMaster students and thinking, I want to be them one day. Now I’ve been here for seven years, and I still love it every day. While school is not always stress-free, I often try to remind myself that I am walking through the doors my younger self could only dream would open one day – and that is something I never want to take for granted.