IFMSA-Egypt Capacity building toolkit
Abbreviations: ● ● ● ● ● ● ● ● ● ● ● ●
IFMSA-Egypt: International Federation of Medical Students’ Associations-Egypt TSD: Training Support Division TSDD: Training Support Division Director CB: Capacity Building LC: Local Committee GA: General Assembly SC: Standing Committee SRT: Sub-Regional Training NGO: Non-Governmental Organization NMO: National Member Organization VPCB: Vice President for Capacity Building CB IT: Capacity Building International Team
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Introduction Capacity Building What is TSD? TSDD Guidelines Local Work Description Evaluation of work impact Training Methodology Capacity building Workshops
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Message From the TSDD Dear trainers, trainees, and family, I am writing these words in July 2020, where COVID-19 is still on the loose, and everything around us in our world and IFMSA has stopped, except capacity building; in IFMSA-Egypt and IFMSA international capacity building never stops. Education, empowerment, engagement, advocacy, enabling today's students to become tomorrow's advocates, and our future leaders never stop. Over this term, we provided as many opportunities, passed our first clear regulations for the capacity building process, trained new batches of international trainers, had hundreds of trainees in NGAs kick-started the online platform for the first time. And the capacity building of IFMSA-Egypt is like a blossoming tree. We are proud of what we have achieved, and even though our term will end, our dreams never will. To make sure that this tree never withers ever again and to make the educational process of future generations easier. We decided to provide the cumulative knowledge we collected in IFMSA-Egypt over the generations in one place to serve as a guide on how to manage the capacity building from its roots, where we proudly present you this toolkit. And no tree can survive without its roots; our trainers, our trainees, and our local training capacity building directors. And so, this is my message to you: This toolkit as comprehensive as it is, is but the tip of the iceberg of a vast ocean of education, keep evolving, keep reaching forward, keep dreaming, and‌
Keep training‌
Regards, Adham Osama Moahmmed Sleem
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Training support division director 2019/2020
Capacity Building Capacity Building Vision: Capacity building does not merely support what we do; it is what we do. Every single activity in IFMSA aims to empower medical students from around the world to be agents of positive change in their communities. It is during our projects, our training sessions, our activities, our campaigns, and our workshops that the magic happens. What is capacity building regarding IFMSA-Egypt mission? Capacity building Aims at empowering everything, an organization needs to survive and thrive in pursuit of their goals, and ensure the creation, sustainability, and continuity of its capacity. It is sharpening the skills of our members to increase their work efficiency, either individual tasks or group work, by various sessions. Moreover, it also reflects on members' other life aspects where they could develop their talents and personalities and solve their life problems. How can we reach the capacity building in IFMSA-Egypt? By the various sessions, workshops and events provided by IFMSA-Egypt TSD include: - Training sessions during the National GAs. - Training sessions locally in the LCs. - National workshops. - Pre-Winter Camp workshops. - Sub-Regional Training (SRT) workshops.
What is IFMSA-Egypt Training Support Division (TSD)? The Training Support Division is the backbone of IFMSA-Egypt, the very core of its existence, and the way all Standing committees can function and carry out their projects. The TSD builds the capacity of IFMSA-Egypt members through various workshops that enhance their knowledge and develop their soft skills. Training is a vital component of capacity building within IFMSA-Egypt, which provides the LCs’ members and IFMSA-Egypt projects’ participants with the necessary skills that the academic medical curricula often fail to provide, in order to carry out their tasks.
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Throughout the years, the TSD has been developing high-quality training curriculum and methods which have been passed on from generation to generation, hence helping in constantly improving and developing training workshops.
Training Support Division TSDD Guidelines TSDD’s Job Description:
Locally:
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Nationally:
How to manage the local work:
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The TSDD should be informed about any training session needed by any Standing Committee at least 1 week before the session. The Local Officers should coordinate with the TSDD to choose the most suitable topics for the members to achieve maximum benefit for the whole organization. Each training session should be provided by a certificate, either printed or digital. Each trainer should provide his/her sources of preparation to be collected in a training database.
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Structure of Training Session: ● ● ● ● ● ●
The session duration is standardized as 2 hours for the basic session, and 3 hours for the advanced session. Preferably, the basic session should be facilitated by 1 trainer, while the advanced session should be delivered by 2 co-facilitators. The number of attendees in a basic session should be nearly 25 members, while in the advanced session it’s advisable not to exceed 20 members. The least number of attendees to start a session with is 10 members. The training hall should have movable chairs arranged in U shape, and equipped with the basic materials; as data show, papers, flipcharts, and markers. In case of online/virtual training: - The session should be delivered by at least 2 trainers. - The number of attendees shouldn’t exceed 20 members. - The session duration should be a maximum of 2 hours. - The training topics should be suitable for online learning. Suggested topics for different camps
Recruitment Camp IFMSA-Egypt Starter Pack
Advanced Camp
Local TNT
- Advanced Trainer's Resource Pack - Managerial Trainer's Resource Pack
- Advanced Presentation & Communication skills - Session design & planning - Facilitation - Improvisation - Coaching - Creativity - Personal Development - Monitoring & Evaluation
You can find the folder of the packs here, which will be continually updated with new materials:
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https://drive.google.com/drive/folders/1bmgwWKgiMqUSEPbgFdhITUxh54cIWXW?usp=sharing
How to deal with national & international training opportunities:
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The TSDD should forward any national or international opportunities to his/her LC members and encourage them to apply. The TSDD should ensure proper selection of the applicants, based on their motivation, experience, and required documents. The TSDD should send the selected applications to IFMSA-Egypt TSDD within the deadlines.
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Local Work Description General ● ● ● ● ● ● ● ●
Receiving a proper handover from the previous TSDD including all the work details, documents, contact information, and obstacles. Analyzing the situation at the term beginning to assess the points of strength and weakness. Checking the local members’ database to estimate the LC’s capacity. Doing training needs analysis and setting up the annual working plan. Using the IFMSA-Egypt TSD evaluation system as a monitoring tool for the LC’s work on capacity building. Regular reporting of the local work to IFMSA-Egypt TSDD. Continuous assessment for all the local training sessions. Providing an appropriate orientation to the new members about capacity building at the beginning of the term through online or offline tools as the recruitment campaign or the orientation session.
Members & Standing Committees: ● ● ● ● ●
Conducting training sessions that are appropriate for all members, either new or old. Registering the names of all the members attending any training session. Participating in the SCs activities and reinforcing the members by incorporating training sessions into the local workshops. Providing the needed training sessions for the LC’s core team; local coordinators, assistants, or organizing committee members. Reviewing all the local workshops, either training sessions or projects’ workshops, and supporting their trainers by adding their resources and activities into a specific training database.
LC Trainers:
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Creating good communication channels with the local trainers. Holding a monthly meeting with the LC trainers, including the IFMSA Trainers in the LC, to discuss the latest activities and prepare for the upcoming events. Improving their training skills by providing advanced facilitation sessions. Fulfilling the quantitative defect of trainers by organizing Local TNT in coordination with IFMSA-Egypt TSDD.
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How to evaluate the impact of your work?
The CB evaluation system can be divided into 2 parts: The first part is general and focusing on meeting the event objectives, and it should be tracking the attendees regarding the following 4 main cores: - Reaction - Learning - Behavior - Results Evaluate Reaction (Distribute and analyze questionnaires)
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Did the trainees like the training/ trainers? Did they think the training was useful? What improvement can they suggest?
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Evaluate Learning (Administer Tasks) -
To what extent do the trainees have better knowledge after the training program than they did before?
Evaluate Behavior (Performance in work) -
Are the trainees behaving differently on their tasks after training? Are they using the skills and knowledge they learned in training?
Evaluate Result -
In the long term, does the LC perform better because of this training?
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The second part is concerned with the trainees, their needs, interests, and aspects they want to improve on both personal and professional levels. As well as how they acted throughout the term, this could be applied in 2 steps:
1) Pre and Post Assessment forms for the new members: These forms shall be distributed to the attendees before and after the recruitment camp to assess their knowledge about the basic skills included in IFMSA-Egypt Starter Pack. 2) End-term assessment form:
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IFMSA-Egypt Training Support Division - End-term Assessment Form
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This form aims to assess the development of the LC members who attended capacity building sessions throughout the term. The TSDD shall distribute this from to at least 20 members form his/her LC according to the following criteria: - Those members shall attend at least 50 % of local training sessions. - They must be from different Standing Committees. - Preferably, they should include old and new members. You can find a sample for the end-term assessment form in the following link:
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Training Methodology 1- Sensitivity (T-group) training:
In this type of training, a small group of trainees consisting of 10 to 12 persons is formed to meet in an unstructured situation. There is no set agenda or schedule or plan. However, the main objectives are more openness with each other, increased listening skills, trust, support, tolerance, and concern for others. The trainers serve a catalytic role, and the group meets in isolation without any formal agenda. There is a great focus on interpersonal behavior, and the trainer provides honest but supportive feedback to members on how they interacted with one another. Example: In team building, we form a small group from 6 to 12 people; it helps the participants to increase their learning skills, trust, and motivate each other to give creative ideas. At the end of the session, the trainer will give them feedback about how they interact with each other. 2- Case study:
It provides the participants with an opportunity to develop skills, By presenting a problem without a solution for them to solve or with a solution as an exemplar of how to solve it. You can apply it by dividing participants into 4 to 5 groups and each group can have up to 6 persons. Example: It’s used in training students, where students learn about past problem-solving cases and what the steps are (with a solution). In Crisis management training, students select a problem from a list. Then, they are given a hypothetical situation and are asked to apply their analysis to the situation (without a solution). 3- Cross-training:
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This method allows the trainees to experience other fields or subjects, which not only enhances trainees’ skills but also benefits the organization by having individuals who have an overview of many aspects of work, for example, the conjoint Standing Committees’ work. Cross-training also gives trainees a better appreciation of what their peers do in their fields and how their activities fit in with the work of others to achieve the organization's goals. In this type of training, it takes more than a shape according to the number of attendees. Example: In diplomacy training, the participants learn how to improve their communication techniques and negotiation skills. Hence, they can use them to perform many tasks. In conjoint Standing Committees’ sessions, someone who is interested in public health may want to know more about reproductive health or medical education.
4- Outdoor Training:
It’s a nice break from a regular classroom or computer-based training. The usual purpose of outdoor training is to develop teamwork skills. Outgoing and active participants may get the most out of this form of training. One risk trainer might encounter is a distraction or people who don't like outdoor activities. You can apply this method to a maximum of 20 participants. Example: In debate training, it can occur outdoors in a green area or on the beach, not just in closed areas, and this will make the Participants' minds clear and may lead them to give creative and useful ideas at the end of the discussion. 5- Games-based training:
Trainees compete in a series of decision-making tasks, which allows them to explore a variety of strategic alternatives and experience the consequences, which affect the other players but without risk to the individuals or the organization. In this activity, you can divide the participants into 2 groups, each group 10 persons maximum. Example: Like in Gamification training or the energizers during training, contestants work in teams that compete against one another in business-related tasks, and a contestant is “fired,� leaving only one winner at the end. 6- Programmed instruction: It involves the delivery of training through instruction that is delivered by a program via some electronic device without the presence of an instructor; the electronic device can be a computer, CD player, video links, etc. This type of training requires 2 trainers, with 10 members maximum. You can do it in 2 or 3 training sessions, each one with 10 persons maximum because you need to follow up with them. Example: You can use the multisensory features (color, sound, text, animation, graphics, and special effects) in all training sessions, and also in interactive theater training show part of theaters to learn or in First Aid Training show how to do CPR 7- Role-modeling:
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It involves the live presentation of skill(s) to an audience of trainees. This training could involve a maximum of 25 participants. Example: Like in interactive theater training, the favorable skill performance outcomes for the rolemodeling training method, where participants witnessed a demonstration and were given the chance to practice in a life-like model. For example, in the breast cancer workshop, we can compare three methods of teaching women how to perform breast self-examination.
8- Role play:
It requires trainees to assume a character and act out the role in a make-believe scenario or series of scenarios. Learning comes by way of reflection on the play. One major advantage of this method is that it provides the trainees with the opportunity to apply the content to a simulated situation, thereby getting the chance to practice with less possibility of failing on the task. Example: Like in negotiation and debate training, the trainer gives instructions to the trainees about how to debate and give sound arguments, then divide them into groups and let them practice. 9- Simulation:
It involves the use of a simulator where specific skills are developed through repeated practice with a multisensory experience of imitated conditions. A special form of simulation training is Virtual Reality Training, which entails total sensory immersion In this type of training, the trainees should be divided into 5 groups maximum. Example: Like in presentation and communication skills training, you can let the members do presentations and give them your notes. 10-Stimulus based training:
Using some type of stimulus (i.e., music, works of art, narratives, etc.) to motivate the learner to learn. The training induces a state of relaxation or awareness in the participants to achieve learning. In this type of training, the maximum number of participants is 10 members. Example: - When the trainer makes a presentation competition between the members, he/she could announce that the winner will receive an award, as a sort of motivation. - The use of music to eliminate or lessen failure cues and to induce a state of relaxation or success cues in students to promote learning of skills. 11-Team-training:
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It’s intended exclusively for groups of individuals that behave interactively, to either improve mutual knowledge within a team or to train the team on a team-specific skill. In this type of training, the trainees should be divided into 4 teams, and each team works separately, or all teams work together but in a special manner to gain the main goal. Example: - Like in small working groups during the training, the trainer should give each group an exercise, and each team member writes his/her opinions to a prompt question, then come to a team conclusion. - The national and international SWGs and Go Virtual team-training may include video conferences, chat rooms, blogs, or voice meetings to work on their specific objectives and finish their tasks. - Team-building training
Training Environment
Trainer Presence
Proximity
Sensitivity (T-group training)
Doing
Contrived
Yes
Face to face or distance
Variable
Low
Moderate
Case study Doing
Contrived
Yes
Face to face or distance
Variable
Low
Moderate
Cross training
Doing
Contrived
Yes
Face to face or distance
Not interactive
Low
Moderate
Outdoor training
Doing
Contrived
Yes
Face to face or distance
Interactive
High
High
Doing
Contrived
Yes
Face to face or distance
Interactive
Moderate
High
Seeing
Contrived
Yes/No
Distance
Interactive
Moderate
Low
Role modeling
Seeing
Simulated
Yes
Face to face or distance
Interactive
Moderate
Low
Role play
Doing
Simulated
Yes
Interactive
Low
Low
Simulation
Doing
Simulated
Yes
Moderate
Moderate
Variable
Simulated
Doing
Simulated
Games based training Programed Instruction
Stimulus based training Team training
Face to face
Interaction Cost level Consideration (minimally)
Time Demands
Face to face
Not Interactive
Yes
Face to face
Somewhat Moderate Interactive
Low
Yes
Face to face or distance
Interactive
Low
Moderate
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Learning Modality
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Methods
Training Tools • E-Learning accounts tool: for each trainer and TSDD doing accounts, and if he needs any data entered by his account. • Google Drive: link drive sent to all TSDDs, and if any trainer wants data, he/she will ask Local TSDD about the link. • Social media management tools: account on Facebook by name Training Support Division and do a booklet on messenger if any trainer wants data or methods. Just enter by special password and take his want. Resources: ➢ https://www.mindtools.com/ ➢ https://www.pinterest.com/ ➢ https://www.trainerbubble.com/
Capacity building Workshops International Workshops Training New Trainers (TNT): The TNT Workshop is made for IFMSA members interested in personal development with the desire to help others to learn and willing to become actively involved in capacity building by providing educational activities on different topics to their peers. Through non-formal education, the TNT Workshop aims to give participants the tools and skills needed to speak before an audience, to listen to others, and the ability to plan and implement training sessions while being flexible and easily adapt to the needs of the group. Training Advanced trainers (TAT)
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The TAT Workshop is made for experienced Trainers interested in further developing their interpersonal skills, and willing to connect and share their experiences and best practices with other motivated IFMSA Trainers. Through review and transfer of experience, and further non-formal education, the TAT Workshop aims to give participants practical knowledge to increase their motivation and engagement as IFMSA Trainers.
Mini Facilitation and Development (MiniFaDe)
Facilitation is essential to a successful team and group work. That means it is also critical to organizational success, especially given the presence of conflict in organizations. Conflict is a natural part of working in a team. While conflict may at first seem destructive and may not feel very comfortable, it can be creative. Conflict can help teams and organizations to take an innovative approach to products, services, processes, and solutions. But conflict needs managing effectively so that it remains part of a creative rather than destructive process. This is where effective facilitation is extremely helpful to keep the team on track, keep relationships intact, and successful outcomes achieved This workshop aims to create Facilitators who have the role of easing a process. Everyone in the organization benefits from good facilitation skills. Those that benefit from most are likely to be team leaders and supervisors, or those leading projects. Facilitation skills enable a team to arrive at a satisfactory outcome with different stakeholders involved, different agendas, and varied preferred outcomes. Capacity building builders (CBB) Capacity Building Builders CBB (also known as Capacity Building Issues/ CBI) is the workshop designed for trainers that wish to take an institutional route through Capacity Building Management. As such, it is more defined than a TNT or TAT in its content. Being a TNT graduate is the spark that IFMSA gives to motivated medical students to be the next generation of trainers that enlighten the path for their fellow medical students by designing sessions specific to their needs using professional educational tools. From Ideas to Impact Workshop (I2I) With the utilization of IFMSA Programs, participants have a wide array of activities that can be activated. The problem that many IFMSA members face is that they are unable to brainstorm different activities not because the ideas are not there but because they lack the skills needed to do so. This workshop aims to provide the participants with project management skills so that they can formulate ideas and apply them within their community settings. Activity Management
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In IFMSA annually, we have multiple activities planned and executed in our NMOs. In a way activities and projects are one of our fortes at IFMSA. The impact of these projects on the national and local levels is proof of how healthcare students can take the lead and raise awareness about youth and its value. Activity Planning and Management are essential skills for any individual who wants to lead or be a part of a project or activity, Thus, to maintain and enhance the quality of our activities, the knowledge, and skills of activity planning should be shared and learned by our members.
Global Health Advocates (GHA) For the past 65 years, IFMSA has been an important changemaker in the field of global health. However, as healthcare challenges become more complex and interconnected, they demand coordinated and transnational responses. Hence, IFMSA highly supports the global movement for achieving the Sustainable Development Goals (SDGs) and vows to promote and advocate for the achievement of the SDGs, as medical and healthcare students are crucial stakeholders on the road to global prosperity. IFMSA also commits to creating opportunities for medical and healthcare students to be actively engaged in achieving the SDGs through participation in events, to motivate its members to work towards contributing to the global movement related to the SDGs and to increase education around the goals. Nevertheless, global health is a growing field, with endless topics, stakeholders, and opportunities for IFMSA. To assure the biggest possible impact of our efforts externally, IFMSA has implemented the 13 Global Priorities which makes IFMSA a direct contributor to the achievement of the SDGs.
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The target group for this workshop is health students from different backgrounds from the world who are interested in external representation and global health and would like to contribute to the international work of the Federation on the Sustainable Development Goals and the 2030 Agenda.
1. SCOPH Workshops: Public Health Leadership Training (PHLT)
The Public Health Leadership Training (PHLT) is a Standing Committee on Public Health’s standardized workshop, and it is imagined as a longitudinal concept of training IFMSA members. The workshop is built on three major pillars – Leadership, Activity Management, and Public Health-, which deliver participants with all the necessary skills needed to become an asset to the Public Health work performed in their country. Participants are meant to leave the workshop with the proper knowledge and perspective, which will allow them to take up leadership positions in their NMOs, countries, regions, and on the international level. Mental Health Essentials for Future Healthcare Professionals - (MHE)
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This workshop upholds the mental health’s psychosocial approach, which includes factors such as social, working, and person’s living environment, as well as purely biological factors, because of their equal importance when talking about mental health and well-being. Via this workshop, we want to raise awareness and realization that people with mental health disorders live as complete citizens with the same rights and equal access to opportunities and suitable services. whilst being export of their own lives. It’s not only about diseases or the absence of them, but we all also have mental health.
From Advocacy to policy making (A2P) If there is one thing that makes IFMSA truly unique in the specter of international organizations and NGOs, it is our Programs and Activities, no other organization can claim to have so much connection with the grassroots levels of healthcare sectors worldwide than our members can. Why is this so important? Because this is exactly what our partners themselves lack, they lack the networks, they lack the innovation, and they lack the enthusiasm to bring change to reality in local settings. Organizations like the UN are throwing huge amounts of money at the problem, With no tangible results.
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However, we are not using our strength to its full potential; Our external and internal activities are still very siloed. The Regional and Global Priorities aim to create unified focus areas for both our internal and external activities. We see this workshop as a new approach to solving this problem, by having a strong external presence, providing impactful advocacy efforts, and connecting our members to possible partners, all using the strong internal structure that IFMSA can offer.
2. SCORA Workshops: International Peer Education Training (IPET) It is an IFMSA training that targets medical students who would like to develop their skills as peer educators, especially having in mind the international cooperation for Comprehensive Sexuality Education (CSE). The IPET aims to empower medical students to further develop their skills in communication and group dynamics while exploring values, attitudes, and knowledge related to sexual and reproductive health and youth programming in the field of prevention and health promotion. Generally, the training is focused on how to approach adolescents, as well as putting special attention to hard-to-reach youth. For this reason, we are providing theater-based education techniques and internationally recognized and standardized communication and public speaking skills. This educational program is focused on developing skills, intercultural exchange, and building worldwide cooperation of medical students in the field of sexual and reproductive health and rights (SRHR) and peer education. Training on Advanced Comprehensive Sexuality Education (TACSE) TACSE is a new educational seminar within IFMSA which focuses on making clear the importance of sexuality education in sexual and reproductive health. The workshop will contain sexuality education topics, basic values that need to be taken into consideration in constructing similar seminars as well as advocacy topics, the workshop is mostly addressed to experienced trainers who wish to enhance their knowledge on the topic and the education of young people. Violence to Victory (V2V) V2V or "Violence to Victory" is an international gender-based violence training workshop that teaches about all aspects of GBV and provides the trainees with tools to advocate for ending GBV and empower violence survivors. It will discuss what is GBV, its causes, and consequences, related to fundamental human rights, as well as identification and support for the victims. Also, a specific focus on the situation in different regions will be applied by analyzing differences among the countries and populations. Further on, participants will build capacities on advocating for fight against GBV, empowering victims, and dealing with patients in the most correct approach. HIV Education and Advocacy Training (HEAT)
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The HIV Education and Advocacy training has been developed as part of SCORA’s effort in the fight against HIV and stigma as it offers a 3-day cohesive training that tackles the medical, social and advocacy related knowledge in order to shape a new generation of HIV educators that are well aware of the current SRHR challenges to advocating against HIV related issues
Women’s Reproductive Health and Access to Safe Abortion Workshop (IPAS) This workshop is part of the IFMSA and IPAS’ vision and strategy to promote women's and adolescents’ reproductive health through access to safe abortion. Its mission is to train informed advocates in regions where access to safe abortion is difficult and to challenge common misconceptions on abortion care. It provides essential capacity building towards achieving the 2030 Agenda of the Sustainable Development Goals, largely focusing on SDG3 - Good health and well-being and SDG5 - Gender Equity. The focus of this workshop is to advance the development of a network of safe abortion advocates within the Federation and increase awareness of reproductive health topics. The training provides comprehensive knowledge on abortion and covers several health advocacy topics including human, sexual and reproductive rights; abortion laws and policies; barriers to care access such as stigma; safe abortion methods; and identification and referral of women with abortion-related complications. The curriculum also includes useful advocacy tools such as values clarification for abortion attitude transformation, reinforcing youth participation, and leadership. Additionally, participants enhance their training skills by receiving training on fundamental principles of capacity building, peer education, and adult learning. Basic Engagement in advocacy for SOGI Training (BEAST) The Basic engagement in advocacy for SOGI Training covers topics related to LGBTQIA+ Community and their obstacles in access to health care. It provides members with tools to advocate for improvement in education quality and cooperate with stakeholders. It raises awareness among medical students about non-discriminatory
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practices.
3. SCOME workshops: Training Medical Education Trainers (TMET) As IFMSA is the official voice of medical students worldwide, training our members on student representation and medical education is one of the cornerstones of IFMSA. Since medical students are directly exposed to medical curricula, they should rightfully be assumed to have an influence on the educational process development, as they are the strongest proponents for adapting their education to the needs of their community. The TMET Workshop aims to create medical education trainers who are able to play an active role and make informed decisions as partners in the educational processes and capacitate the IFMSA members by passing on the core values of medical education through peer education training sessions worldwide. Before we can lobby for the highest standards and change in our education, we require extensive capacity building for medical students who should be aware of many aspects of the educational process, such as the meaningful student involvement, curriculum design and development, assessment, social accountability, and teaching methods. Advocacy in Medical Education Training (AMET)
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Medical Education has been continuously evolving over the past decades due to the constant shifting of medical students’ needs and priorities. However, we currently face several differences between our Medical School’s ability to adapt to those changes within the fields of educational paradigms and medical curricula. In the middle of all this change are medical students, and they are the ones that can advocate on a local level for better conditions. A more socially accountable and diverse curriculum that can prepare them for their future role in society.
4. SCORP Workshops: Training Human rights trainers (TNHRT) Human rights are the most basic and fundamental things for our dignity and well-being as humans; the same thing that every person deserves to have regardless of who they’re. Yet, millions of people all over the world are denied access to rights such as food, medicines, education, freedom of speech, and much more. As future healthcare personnel, we’ve chosen a profession dedicated to helping other people, and this help must reach beyond medical interventions. So, we’re also dedicated to protect and promote human rights in our communities through our activities, projects, and also by building our members’ capacity to do such a thing. Human Rights for Medical Practitioners (HRMP) When we seize the time and think, it's not hard to see the stigmas everywhere. People can't stand the others who believe, think, and behave like them. Discrimination and stigmas based social norms always separate people, even if on the healthcare field. In this workshop, we as future medical professionals be able to at least recognize such cases, know how to talk to stigmatized, and discriminated patients (based on race, mental health, gender, sexual orientation, etc.) and be aware of possible ways of intervention and help. This and more are waiting for you in this workshop with innovative and interactive ways of non-formal learning. International Training on Disaster Medicine (ITDM) Disasters happen every day in different places, and as we are future medical practitioners, we have to be ready for possible scenarios. The most important thing in a disaster is efficient and active management. And it can only be done by well- trained medical practitioners. This workshop will bring you a revision of your first-aid skills, will advise you how to lead as a medical professional in the moment of need, and will start the discussion about sometimes otherwise diminished human rights and the necessity to advocate for them. Population on Move: Migration and Human Trafficking
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This workshop will point the population who have been forced to be on-road and have sessions about refugees, asylum seekers, and the people who exposed modern slavery (human trafficking) and their health problem. As future healthcare workers, we need to discuss our role for the global refugee crisis and their life conditions, violations of their rights, and solutions for the common problems for refugees in the world a focus on human trafficking and its global consequences. So, this workshop follows the global and regional approach to these topics and discusses possible solving methods for these problems.
Healthcare is in Danger (HCiD) Attacks on healthcare is an increasingly present issue our world is facing. However, there is a lack of awareness on this issue among Healthcare students and the general public. Violence on healthcare threatens the sanctity of health care, the right to health, and the International Humanitarian Law and its premises. Such attacks deprive the affected people of urgently needed care and aid, endanger health care providers, and undermine local and national healthcare systems.
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The Healthcare in Danger workshop aims to deliver the core knowledge of violence against health services, with particular emphasis on the impact of these attacks on the sustainability of health systems. It covers various topics such as ethics, rights, and responsibilities of the staff of health and pre-hospital personnel, emergency preparedness from a human rights-based aspect, disaster risk reduction, issues related to international law and humanitarian law, international human rights, caregivers and patient safety as well as the role of communities to address and reduce violence against health care.
5. SCOPE/SCORE Professional and Research Exchanges Training (PRET) PRET is a workshop that aims in educating the participants on the best practices and methods of organizing successful clinical and research exchanges in their local committee or their country. Moreover, they will have the chance to get trained on topics relevant to the standing committees on Clinical and Research Exchanges, such as intercultural understanding and cooperation on a multicultural level, as well as some soft skills topics. After the end of the workshop, the participants will be able to facilitate workshops on similar topics. To make sure SCOPE and SCORE are run in the best way and line with the IFMSA vision. the Professional and Research Exchange Training (PRET) is developed to enable Local and National Officers in SCOPE and SCORE to improve their knowledge about exchanges and develop their exchange programs by raising academic quality. Training New Exchange Trainers (TNET) IFMSA Exchange Programs are key promoters of intercultural understanding and cooperation amongst medical students and health professionals through their annual 15.000 exchange students. By teaching and training students in organizing exchanges and giving them a chance to gain exchange experiences, improve their medical knowledge, and grow on a personal level, we are actively contributing to building a new generation of compassionate and culturally sensitive physicians who are able to face the new challenges of modern medicine in an increasingly globalized and interconnected world.
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The Training New Exchange Trainers (TNET) workshop is developed to ensure the quality of PRETs. TNET is a three-day workshop that aims to create high quality and well-knowledge Exchange Trainers who are themselves skilled to train others in exchange-related topics.
National Workshops Trainers' Forum Trainers forum is a workshop hosted by IFMSA-Egypt Training Support Division for IFMSAEgypt trainers. This aims to further develop their skills and offer newer perspectives, ideas, and tools to training beyond the IFMSA standard curricula while connecting newer generations with the older ones to make the best outcome possible. Leadership camp These 3 days camp focuses on improving your understanding of leadership. It’s types and application in life through the following: ● ● ●
learning a set of skills such as public speaking, vision building, goals setting, planning, decision making and conflict management. Taking a step forward in your personal development. setting the basis for making a positive social impact in your communities.
National GA Training Sessions:
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At each national General Assembly meeting, there is a variety of training sessions along with the Standing Committees’ sessions. These sessions are designed by the IFMSA-Egypt TSD, aiming to develop the soft skills, enhance the knowledge, and meet the needs of IFMSA-Egypt members form all the Local Committees.