Ali Channawi for IFMSA SCOME Director 2020-2021 | Candidature Package.

October 2017, Casablanca Morocco.

First time with ME. (ME=Medical Education)

Table of Content Motivation Letter

4

Plan of Action Participation and Representation

5

Curriculum Vitae

9

Collaboration Capacity Building Manaegement and Sustainability

Motivation Letter 5 years ago, Draughty corridors and flickering lights welcomed me for my first day in med school.

For years, I heard of the greatness of the Faculty of Medicine and Pharmacy of Casablanca to only face a complete dystopia on that day.

For weeks, I looked for solutions to escape this nightmare, searching on Google ‘How to leave my country?’ and other related keywords.

experiencing General Assemblies, IFMSA allowed me to build the skills and knowledge necessary to be a leader.

I stopped looking at how to run away or how to patch things up. I started to look for solutions and to act on my beliefs.

This is the magic of this Federation. The ability to ignite the student awareness and leadership necessary for changing the world. Through coordinating There might be many who can see and promoting student’s actions, we themselves in this scenario because are becoming the moving force for a wherever we are, humans live in better tomorrow. That is the spirit and perpetual dissatisfaction. legacy I want to keep burning for the next term and to transmit it to the next However, I have a question for you : generation of leaders and change‘What did you do to make makers.

a change?’

When I was writing this letter I had so It took me months to go from the many ideas rushing through my head, lowest point of the Kubler-Ross Curve I wanted to talk about how IFMSA to accepting the situation. With other changed me, about my passion for students, we tried to patch up our medical education or about my hopes curricula by holding workshops and for the future. I decided to dismiss all conferences. We tried to support the those ideas as I believe that IFMSA faculty to the best of our abilities but didn’t only change me, it changed you, no matter how many workshops or it changed us and it will continue to conferences we held we will never be a change and shape medical students. sustainable substitute.

It took years to realize that no matter Before ending this letter I would how many kilos of paintings you spray like to thank you again, you, friends, on a wall, you will never be able to colleagues, and members for taking hide the effect of time and mottle. It the time to read my application and for is important to know when we should believing in the power of meaningful youth engagement. move forward.

I guess it was also time for me to make a headway and that is how I embarked on my IFMSA journey. From a fortuitous encounter in my local committee to

Sincerely yours, Ali Channawi.

Participation and Representation

Plan of Action

“Communication works for those who work at it.” - John Powell Working at communicating with their members is a leitmotif for every Standing Committee.

Members should be the ones writing the partition played by the SCOME International Team.

I. Communication with the members

- Update the SCOME Communication Guidelines.

- Evaluate the communication work from the previous terms, understanding the strengths and weaknesses of the previous communication plans (perform SWOT & TOWS analysis).

- Develop a communication plan and set goals for each of the SCOME’s channels.

- Monitor and adjust the communication plan during the whole term (at least one SCOME IT meeting is organized to discuss the communication plan advancement every 4 months).

I. Communication with the NOMEs:

Throughout my 2 terms as a National Officer, I have seen and appreciated the different initiatives that were started to involve and engage NOMEs. Each term had its achievements and setbacks. It is essential to keep up with the platforms that are already offering NOMEs a space to partake and share experiences.

- Develop a specific communication plan per region to structure the Regional Assistant’s approach to NOMEs (based on the SCOME Baseline Assessment and the results of the previous term).

- Implement an evaluation/ feedback system for communication with the NOMEs.

III. Inter-regional Collaboration (IRC) Framework: The IRC framework was developed as a successor to the NOME involvement framework, to provide opportunities for NMOs to collaborate on international activities targeting the IFMSA Global, Regional and SCOME Priorities.

During the term 2018/2019, a grouping system for NOMEs called the IFMSA NOMEs Buddy System was created. The purpose of that grouping was to promote inter-regional collaboration through working with the SCOME International Team on some international projects. During the next term, it will be primordial to take the best from both systems and to develop a stronger IRC Framework.

- Evaluate the results of the last term regarding the IRC Framework - Connect the IRC Framework with the IFMSA NOMEs Buddy System to promote NOMEs involvement in the SCOME International Team projects .

- Continue the development of the IRC Framework through defining objectives and a calendar at the beginning of the term.

- Enlarge the sphere of interest of the IRC Framework by collaborating with the other Standing Committees on joint Open Spaces and activities.

Participation and Representation

Plan of Action

IV. Campaigns: It’s important to discuss how we can create more impactful and engaging campaigns.

One of the weaknesses of SCOME campaigns lies in the fact that we do not include members in their preparation.

Involve NOMEs in the preparation of the campaigns through the Inter-Regional Collaboration (IRC) Framework.

Include in the follow-up system of the AMET participants the possibility to participate in SCOME Campaigns.

Implement monitoring & impact assessment tools for campaigns.

Develop Campaigning Guidelines with the collaboration of the other Standing Committees based on the previous term results and the literature available on effective campaigning.

V. Global Medical Education Events Map:

We have to look for members with experience in advocacy and online campaigning especially NOMEs and AMET Participants. For AMET, we can develop outcomes from the specific topics AMET tackled (such as AM19 AMET and Interprofessional Education) to support SCOME Campaigns.

The Global Medical Education Events Map was an interactive map that included the most important conferences related to medical education happening worldwide. The map was a powerful tool to share medical education opportunities around the world but it was last updated in 2017/2018.

- Update the Global Medical Education Events Map for the term 2020/2021

Plan of Action

Collaboration I. SCOME International Team:

“No one can whistle a symphony. It takes a whole orchestra to play it.” – H.E. Luccock In an orchestra, every instrument plays a role. The violins are soprano, while cellos are tenor. Each instrument has its role and each is needed. That’s the type of environment I want to create. A setting where everyone can play their tune while listening to each other.

Cacophony will be necessary but at the end, we will reach symphony.

- Review the current SCOME International Team structure while establishing clear roles, tasks, and communication principles within the team (especially regarding the Inter-regional collaboration framework, open-spaces, online courses, and campaign management).

- Develop a competency model for the international team that will serve as a basis for a capacity building program to prepare the international team for their term - Establish effective teamwork and promote a positive team environment by applying the STAR team performance model.

- Ensure the transparency of the SCOME International Teamwork through Monthly Reports, SCOME Newsletter, and dedicated Open Spaces.

The STAR team performance model

II. IFMSA Programs: The involvement of the SCOME related Program Coordinators has over the terms seen some remarkable progress.

It is important to involve the Program Coordinators and engage them in most of the SCOME International Team work as they play a pivotal role in connecting local and national projects to IFMSA vision. In some way, you could say that Program Coordinators are the comma in IFMSA catchphrase “Think Globally, Act Locally” as they are the bridge between the local and the global Increase the involvement of the SCOMErelated Program Coordinators in the SCOME international work through their attendance to the SCOME International Team online meetings, their presence in the SCOME International Team communication channels, and their participation in projects and campaigns.

Involve the SCOME related Program Coordinators in the communication plans of the Regional Assistants with their NOMEs. Include the SCOME related Program Coordinators in the Monthly Reports of the SCOME International Team to ensure the transparency of their work.

Monitoring & follow-up of the SCOME Activities Database.

Establish a Global Medical Education Advocacy Map, regrouping all the advocacy projects enrolled in the Medical Education Systems Program during the term.

Collaboration

Plan of Action

III. Team of Officials: When I think of the Team of Officials, there is always a quote of that comes to my mind: “Leadership and learning are indispensable to each other.” - John F. Kennedy The Team of Officials is an idea-incubator, a learning and exchange platform where the decisions that will shape IFMSA take place. It is beneficial to bring his perspective and in my case the medical education perspective.

- Collaborate with the Liaison Officer for Medical Education Issues into establishing partnerships with externals, developing opportunities and promoting SCOME work.

- Collaborate with the Regional Directors on the promotion of regional campaigns and projects related to medical education.

- Collaborate with the Standing Committees Directors in different overlapping areas and promote collaboration initiatives between Standing Committees (SWGs, joint sessions, campaigns, webinars…).

- Contribute to the Team of Officials discussions by bringing a medical education perspective.

Plan of Action Capacity Building I. TMET The Training Medical Education Trainers (TMET) workshop was implemented for the first time at the Pre-General Assembly in the August Meeting 2014. Over the terms, the workshop progressively evolved into a regulated workshop centered around 9 mandatory topics.

During the term 2018/2019, the objective was to develop a framework for the TMET workshop but time issues left the project pending.

One other problem that TMET has is the different trainer status introduced in the regulations during the August Meeting 2019.

According to the SCOME CB Regulations, we have:

With the current Capacity Building IOGs and the implementation of the trainer’s pool, there are 2 problems arising: The SCOME CB Regulations aren’t aligned with the Capacity Building IOGs. The current situation is restrictive for TMET participants as they will need to facilitate a TMET to be considered a TMET trainer.

It looks urgent to review the trainer status and to adapt them to solve the previously discussed problems.

The objective of the reorganization should be to create more milestones between SCOME Facilitator and TMET Trainer and to adjust the difficulty regarding the obtention of the trainer status.

Here is my personal opinion regarding how the trainer status should look like (Disclaimer: the proposal might change according to the results obtained from the consultation that will be done with the TMET SWG):

Capacity Building

Plan of Action

Finally, there is another project from the term 2018/2019 that I would like to reimplement (after some modifications) and that’s the TMET Buddy System.

The system was an interesting proposal to support the growth of young trainers but it needs further clear directives to overcome some shortcomings: A mentoring system with clear objectives and outcome-based A standardized monitoring system.

It is important to review and redevelop this project in a way to overcome those major flaws: Junior Medical Education Trainer Mentorship Program (i.e TMET Buddy System 2.0): Develop a system to accompany TMET Graduates in their first hours of facilitation and their first outlines

II. AMET After its implementation in 7 IFMSA Meetings and 3 SRTs, the AMET is moving forward this term by updating the AMET framework, to shift from a content-based framework to a competency-based framework to measure the impact of the workshop on students’ involvement in Medical Education.

It is important to continue the development of the AMET Framework by creating an adapted follow-up system.

- Pre and Post Assessment: Adapt the current Pre and Post assessment templates to a competency-based workshop.

- Develop a system to encourage participants to start and get involved in local and national advocacy projects. Indeed, it’s easier for trainer graduating workshops such as TMET to ensure follow-up as it’s a part of the graduation process (Graduation training). It’s important to develop a similar system that will encourage individuals to start advocacy projects in their NMOs and to enroll them in the Medical Education Systems program.

- Pursue the development of the Online AMET workshop and other advocacy-related online courses.

Capacity Building

Plan of Action

III. Strengthening Primary Health Care through Social Accountability (SA&PHC) Workshop: Although it’s a non-regulated workshop, the SA workshop was implemented 3 times.

Why? Obviously, because it brings something interesting to the SCOME Capacity Building landscape. It brings diversity. With the development of TMET and AMET and their remodeling as competency-based workshops, it is important to develop knowledge-based workshops that will support the growth of both trainers and advocates.

- Develop a manual and regulations for knowledge-based workshops that will encompass the SA workshop and other workshops centered around Global Priorities.

- Develop a follow-up system for knowledgebased workshops.

IV. SCOME Online Workshops:

V. SCOME Webinars:

The SCOME Online workshops were one of the highlights of the term 2019/2020. We received more than 250 applicants for the two workshops. It’s important to continue working on this format of Capacity Building - Evaluate, review & adjust the two workshops developed during this term (AMET Online Course & Essential Skills Modules for Medical Education Graduates).

- Develop complementary modules for TMET and AMET: Essential Skills for Advanced Medical Education Trainers Essential skills for Medical Education Advocates (focusing more on online campaigning)

During the two previous terms, the SCOME International Team has developed an annual program for their webinars.

It is important to continue this legacy that will allow the members to understand medical education and the work of the SCOME International Team.

- SCOME Webinars: to discuss the work of the Standing Committee and relevant opportunities.

- Medical Education Webinars: to promote and discuss relevant medical education topics.

Plan of Action

Management and Sustainability I. SCOME work evaluation, follow-up & continuity: “There is always room for improvement” - Said literally, everyone.

Throughout the terms, the SCOME International Team has been producing manuals, toolkits, and resources to support its members around the world. Accumulating dust in the corner of forgotten drives, we have to understand the previous terms’ heritage and to dust off what needs to be.

Ensure the Continuous Quality Improvement (CQI) of the SCOME documents developed in the previous terms by updating them through adapting THEnet iterative continuous Quality Improvement (QI) model to our context. courses.

THEnet iterative continuous Quality Improvement (QI) model

Manaegement and Sustainability

Plan of Action

Ensure the Continuous Quality Improvement of the SCOME Public Folder with the same method discussed previously.

Adopt Quality Assurance (QA) mechanisms regarding the SCOME International Team tasks (esp. communication) by adopting a Deming Cycle approach (PDCA).

The Deming Cycle

II. SCOME Strategy:

III. SCOME Sessions:

The SCOME Strategy 2018-2021 was developed to establish long term strategic goals for the standing committee. The strategy has been guiding the international teams’ annual working plans and will continue doing so for one more year.

Nevertheless, the tracks will see their ends during the upcoming term and there is a need to prepare for the future. The term 2021-2022 is supposed to be a break term when the International Team will review the results of the previous strategy while developing the future one.

When I look back at my most cherished memories in IFMSA, I always remember the cerulean blue of the Adriatic sea that we could admire for the SCOME Session room in MM19.

The SCOME Sessions always leave a deep impression on general members and are a driving force to empower them to accomplish greater things in their NMOs. It is our responsibility to develop SCOME Sessions that are continuously improving and renewing their content.

However, there is a question that is left unanswered: What will guide the International Team during that term?

- Prepare a capacity building program destined to that SCOME International Team (Cf. SCOME International part) as a module for strategy planning.

- Develop an annex document to the SCOME Strategy 2018-2021 to guide and support the work of the SCOME International Team during the term 2021-2022.

- Develop guidelines & recommendations for the SCOME Sessions by analyzing the results of the previous IFMSA meetings.

- Develop outcome-based sessions that will support NMOs growth through selecting relevant topics from the SCOME Baseline Assessment and from the discussion with the SCOME International Team.

- Develop objective, transparent and reproducible selection criteria for the Session Team

If you have any question, don’t hesitate to contact me !