Follow Up Kit
IFMSA Imprint Amazing August Anacondas Abdulrahman Nofal Ahmad Badr Aleks Šuštar Alexander Farfarov Angel Arij Chatbri Katerina Dima Katarina Mandic Maria Lara Haner Sabrin Tahri Rachel Bruls Rashad Fadhil Stijntje Dijk Sumya Hassan Tuncel Uzel Publications Support Division Firas Yassine - Lebanon Haleema Munir - Pakistan
The International Federation of Medical Students’ Associations (IFMSA) is a non-profit, non-governmental organization representing associations of medical students worldwide. IFMSA was founded in 1951 and currently maintains 125 National Member Organizations from 118 countries across six continents, representing a network of 1.3 million medical students. IFMSA envisions a world in which medical students unite for global health and are equipped with the knowledge, skills and values to take on health leadership roles locally and globally, so to shape a sustainable and healthy future. IFMSA is recognized as a nongovernmental organization within the United Nations’ system and the World Health Organization; and works in collaboration with the World Medical Association.
Publisher International Federation of Medical Students’ Associations (IFMSA)
This is an IFMSA Publication
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International Secretariat: c/o Academic Medical Center Meibergdreef 15 1105AZ
© 2015 - Only portions of this publication may be reproduced for non political and non profit purposes, provided mentioning the source.
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Disclaimer
Phone: +31 2 05668823 Email: gs@ifmsa.org Homepage: www.ifmsa.org
This publication contains the collective views of different contributors, the opinions expressed in this publication are those of the authors and do not necessarily reflect the position of IFMSA.
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Contents
Message from the Amazing August Anacondas page 3
About IFMSA page 4
About SCOME page 5
SCOME Structure page 6
IFMSA Programs page 7
SCOME Amazing August Anacondas page 9
PreGA - TMET page 11
www.ifmsa.org
GA: Day 1 page 12
GA: Day 2 page 12
GA: Day 3 page 13
GA: Day 4 page 14
Theme Event: Migration of Healthcare Workers page 15
SCOME Activities @ Activities’ Fair page 17
Message from the Amazing August Anacondas Dear SCOMEdians, We hope you are having a great time after a memorable General Assembly. We were really pleased to share with you the passion for medical education through four days of sessions in the beautiful Ohrid. We tried to make the sessions as interactive as possible to hear from you and to grasp as much as we can to empower SCOME. We hope that the sessions met your expectations, and that you went back home with something precious: new information, an idea for a project, an inspiring story, a friend or even just a good memory. We created a folder in which you can find all resources used for the sessions. We want you to know that your feedback were all heard/read and taken into consideration and you already gave us amazing ideas to pass to the next sessions team to make the SCOME sessions even better. We hope you enjoy this follow-up kit and it will help you to get to work! Thank you for your devotion, your attendance and your flawless motivation. These sessions are only the start of something big. We believe you are ready to inspire yourself and others and make the change you want to see in medical education. Welcome aboard champions, see you in Malta!
Your Amazing August Anacondas.
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About IFMSA “A world in which all medical students unite for global health and are equipped with the knowledge, skills and values to take on health leadership roles locally and globally.” IFMSA Vision Statement. The year was 1951, as the world was rebuilding itself after the World War II, when medical students from eight countries (Denmark, Sweden, Finland, Norway, Germany, Switzerland, England, The Netherlands and Austria) gathered in Copenhagen to start a non-political organization that would represent medical students. The purpose of such an organization was to “study and promote the interests of medical student cooperation on a purely professional basis, and promoting activities in the field of student health and student relief.” Hence, the International Federation of Medical Students’ Associations (IFMSA) was born. Initially three committees were formed: Standing Committee on Medical Education (SCOME), Standing Committee on Professional Exchange (SCOPE), and Standing Committee on Students’ Health (SCOSH). One year later the first General Assembly (GA) took place in London, 30 students
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participated, representing 10 countries. Over the years, the original eight member countries have been joined by many more. IFMSA is the world’s largest and oldest student organization representing medical students, maintaining 125 National Member Organization (NMOs) from over 100 countries. IFMSA unites medical students worldwide to lead initiatives that impact positively the communities we serve. IFMSA represents the opinions and ideas of future health professionals in the field of global health, and works in collaboration with external partners. IFMSA builds capacity through training, project and exchange opportunities, while embracing cultural diversity so as to shape a sustainable and healthy future. The core purpose of IFMSA is to bring together the global community of medical students at the local, national and international level on social and health issues.
www.ifmsa.org
About SCOME There are six existing Standing Committees within the IFMSA: Professional Exchanges (SCOPE), Research Exchanges (SCORE), Public Health (SCOPH), Human Rights and Peace (SCORP), Sexual & Reproductive Health including HIV and AIDS (SCORA) and finally: Medical Education (SCOME). Medical Education should be a concern of every medical student as M.E includes both curricular activities and extracurricular activities; hence, it shapes not only the quality of future doctors, but also the quality of healthcare. As medical students are directly exposed to medical curricula, they are the first quality check of medical education and they should rightfully have an influence on the creation of new curricula and curriculum development. It is often the medical students who are the strongest proponents for adapting their education to the needs of their community. We are concerned with facing the needs of healthcare in a modern society and are willing to commit to make sure our education prepares us for them. Here SCOME enters the game.
SCOME Follow Up Kit for AM2015 - Macedonia
The purpose of the SCOME is to gather students from all over the world who would be interested in playing an active role in their medical education; how to analyze it and then advocate adapting it to the present and future needs as future doctors. As medical students are direct SCOME offers an international platform for medical students to come together, to be empowered and receive capacity building trainings to enhance their impact on the local level through projects and advocacy, and on the other hand forms a tool that represents the voices of medical students worldwide through international organizations such as the World Health Organization, World Medical Association, World Health Organization, World Federation for Medical Education and many others. Throughout the year, our members come together in two General Assemblies (March and August) and in five Regional Meetings, can participate in online meetings or in Small Working Groups on specific topics, and are constantly updated by the International Team on activities that are going on globally.
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SCOME Structure
Ahmad Badr, SCOME-D
Stijntje Dijk, LMEi
Zamzam Ali, RA Africa
Victor Echeveste, RA Americas
Ying-Cing Chen, PD, Medical Education System
SCOME Director
The IFMSA Director on Medical Education (SCOME D) is elected on a yearly basis by the IFMSA General Assembly during the August Meeting. As per IFMSA bylaws, the SCOME D oversees and coordinates the work being done within SCOME, be it by the National Officers or the International Team. The SCOME D is also in charge of preparing and guiding the Standing Committee meetings during General Assemblies and Regional Meetings. At the start of the term in October the SCOME D appoints members of the International Team to assist carry out these tasks. Liaison Officer on Medical Education issues The position of Liaison Officer on Medical Education issues (LOMEi) was established in 2000 to represent IFMSA and SCOME towards international associations in the field of medical education. The LOMEi is also elected on a yearly basis by the IFMSA General Assembly. The SCOME D and LOMEi work closely together during the year and at the GAs. Regional Assistant Regional Assistants are appointed by the SCOME D. Their main tasks are to keep in touch with the national SCOME groups in their region, provide SCOME members of the region with personal and professional support, encourage and assist the development of SCOME in the region, establish 6
Ying-Cing Chen, RA Asia-Pacific
Rachel Bruls, RA Europe
Abdulrahman Nofal, RA EMR
Katerina Mandic, PD, Teaching Medical Skills
priorities and work on the development of a regional plan of action. Program Coordinator IFMSA’s activities are structured under the IFMSA Programs. Each Program is coordinated by a Program Coordinator. The Coordinators of these Programs are not part of the SCOME International Team, but help them work on the SCOME activities. National Officer on Medical Education Each National Member Organization (NMO) of IFMSA should have a National Officer on Medical Education (NOME). Tasks of NOMEs include encouraging and promoting SCOME activities within their respective countries and reporting back to the Regional Assistant and/or SCOME D. NOMEs are recommended to attend IFMSA General Assembly meetings in March and August, where they can network with each other, exchange ideas and expertise, and gain new knowledge to bring back to their national and local committees. Local Officer on Medical Education Local Officers on Medical Education (LOMEs) are in charge of local improvement in Medical Education and related activities at the different local medical faculties of a National Member Organization. They are elected locally based on their NMOs’ respective bylaws and are responsible for tackling local problems. www.ifmsa.org
IFMSA Programs What is an IFMSA Program?
IFMSA Programs are centralized streams of different activities done by IFMSA National Member Organizations (NMOs) and IFMSA internationally. IFMSA Programs address problems within a specific field that we as medical students and global health advocates stand up for while connecting local, national and international activities and opportunities that contribute to the final outcome. All IFMSA Programs connect the work of NMOs locally and nationally with the IFMSA vision and mission. NMOs decide which programs are to be adopted by IFMSA by voting on the Programs proposed by the Executive Board and Team of Officials during the General Assembly. Programs are lead by Program Coordinators and overseen by the Executive Board to ensure their quality of implementation, consistency and sustainability of Programs.
will be updated after each General Assembly. Any activity, local, national or international can join an IFMSA Program by filling in the Activity Enrolment Form and signed support by your NMO President. This form should be submitted at least one month before the activity will start. Applications will be reviewed by the Program Coordinator and you will be informed in two weeks about whether your activity has been accepted to join the IFMSA Program.
Current SCOME Programs
Structure of IFMSA Programs
All NMOs and members of NMOs locally and nationally are encouraged to join an IFMSA Program through enrolling their activities whether that be projects, campaigns, celebrations, workshops, events, trainings or theme based publications. These activities are coordinated locally, nationally or internationally with the help and support from a Program Coordinator and the relevant Standing Committee Director. Program Coordinators enable and facilitate communication between similar activities and NMOs, organize international activities with the support of NMOs and all general members, and work with relevant Standing Committee Director and Liaison Officer on creating new opportunities, all with the aim of achieving the vision and mission of the program while improving the performance of IFMSA.
How to join IFMSA Program?
If you want your activity to join an IFMSA Program, you should have an activity (project, event, conference, workshop, campaign, celebration, etc.) that is in line with the goals of one of the IFMSA Programs. A list of all IFMSA Programs with descriptions can be found on www.ifmsa.org and
SCOME Follow Up Kit for AM2015 - Macedonia
Medical Education Systems
Background and problem statement: Medical students - the major stakeholders of medical education - are often excluded from participating in their educational systems or they quickly become demotivated to do so. Target groups and beneficiaries: Primarily; medical students and medical faculties, following; local and national organisations on medical education. End-goal: To create platforms where medical students will learn and discuss about medical education systems, to educate medical students on the organization of medical education systems and on students rights and responsibilities within the systems of medical education. Backwards mapping.
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IFMSA Programs national governments and ministries and professional regulatory bodies.
Teaching Medical Skills
Background and problem statement: The deficiency of regular clinical practice makes students intimidated by real-time situations, and makes them feel they are not competent enough for independent work right after graduation.
End-goal: To foster the change in healthcare workforce trends and its planning by encouraging communication between different target groups, to provide medical students with the basic knowledge on health resource management and human resources for health including quality assurance in medical education, migration of health professionals, healthcare workforce forecasting and planning. Backwards mapping.
Target groups and beneficiaries: Primarily; medical students and medical schools / faculties, following; patients and public health systems. End-goal: To improve the competences of future doctors by improving their practical skills, to provide students with opportunities for improving their clinical skills with self-assessment and training, which will let them feel adequate as a doctor. Backwards mapping.
Proposed SCOME Programs in AM15
Human Resources for Health
Background and problem statement: The changes in professional migration policies, lack of healthcare workforce planning, global economic crisis as well as the change in the demographics and the growing burden of non-communicable and long-term diseases have led to a significant change in uneven dissemination and lack of healthcare professionals. Target groups and beneficiaries: Primarily; healthcare students and international organizations, institutions, following; educational institutions, 8
Ethics and Human Rights in Health
Background and problem statement: Modern healthcare has given rise to extremely complex and multifaceted ethical dilemmas. All too often medical students and physicians are unprepared to manage these situations competently. Future healthcare personnel must be competent in medical ethics that govern her or his practice, and understand how international frameworks such as the Declaration of Human Rights are set to safeguard our inalienable human rights. Target groups and beneficiaries: Primarily; medical students and medical faculties, following; healthcare students, professional organizations, vulnerable groups and patients. End-goal: To make medical physicians able to question behavior and decision-making and human rights principles situation.
students as future their professional and act on ethical regardless of the
Backwards mapping.
www.ifmsa.org
SCOME Amazing August Anacondas
Adventurous Aleks
Knowledgeable Katerina
Aspiring Arij
Astonishing Angel
Bouncy Badr
Kindhearted Katarina
Magnificent Maria
Necessary Nofal
SCOME Follow Up Kit for AM2015 - Macedonia
Awesome Alexandre
Raging Rachel
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SCOME Amazing August Anacondas
Rambunctious Rashad
Shocking Stijntje
Spectacular Sabrin
Super Sumya
Super Tuncel
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Vigorous Victor
Zealous Zamzam
www.ifmsa.org
PreGA: Training Medical Education Trainers
During three days fifteen participants from over the whole world came together to become a trainer specialised in medical education. This workshop consisted of three main themes, each covering one full day: ‘Representing yourself and others’, ‘Educating Medical Education’ and ‘You, the world and Medical Education’. Each day consisted of a combination of basic skills of training and medical education knowledge. The workshop sessions included sessions on important medical education subjects like student representation, curriculum development, student involvement and advocacy. (Personal) leadership, facilitation and presentation skills were some of the basic trainings skills that were covered during this workshop. Throughout the workshop participants were triggered to be actively involved in the sessions given. Experienced trainers therefore co-facilitated parts of the TMET sessions. Experienced SCOMEdians on the other hand were a valuable asset during the medical education sessions, where they contributed with their experience and knowledge in the discussions that were held. This created a dynamic workshop wherein each and everyone contributed to the sessions and we all could learn from each other.
Assembly in the following days. Training sessions in the following subjects were prepared: Evidence Based Education, Global Health Education, Governance & Students, External Representation in SCOME & Advocacy and Non Formal Education Impact. The newly trained medical education trainers did an amazing job in facilitating these sessions during General Assembly and with this very important first experience they are ready to go back home and advocate for medical education within their country. This workshop was the third edition of the TMET and therefore an important contribution to the increasing number of medical education trainers. Are you curious if there are any medical education trainers in your country? Or would you like to organise a TMET yourself in your own country? Don’t hesitate to contact the SCOME International Team!
During these three days the participants also got time to prepare their first training sessions, which they would deliver during the SCOME sessions in the General
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GA: Day 1 The first day the SCOMEdians were welcomed by the Amazing August Anacondas. An introduction was given into different subjects such as the SCOME wall, the SCOME Poster Fair, the parallel and joint sessions and our envelop system to message each other. After this activity followed to get to know each other better as a group. One of these activities was the SCOME bingo: a game wherein we had to battle each other in answering questions about SCOME and each other. Furthermore, ground rules were made for the rest of the General Assembly. After this sessions, SCOMEdians were ready to start the amazing SCOME sessions for the coming days! We ended the morning with policy statement discussions. The two most important policy statements proposals that were discussed was an amendment on the original SCOME policy paper and the policy statement on Widening Participation on Medical Education. Both subject were in depth discussed which lead to a broader understanding of activities within medical education in the different countries.
GA: Day 2 Day two started with a further introduction of SCOME aimed at the newcomers, while the more experienced SCOMEdians were playing some icebreaking games outside. This was followed by two parallel trainings on Non-formal Education Impact and Governance & Students given by the amazing freshly graduated medical education trainers. Through a lot of exercises and activities the participants were empowered with indispensable knowledge and skills on these topics and were ready to apply what they have learnt in their NMOs. The next part was a session on Human Resources for Health given by Mrs Mwansa Annette Nkowane from the World Health Organisation. The session addressed the need to transform and scale up the health professionals’ education. We covered the issues on quantity and quality, lack of planning in medical education, faculty 12
development, relevance of the curriculum in order to address population health needs, accreditation, financing and sustainability, monitoring and evaluation and governance and planning. In the end of the session there was a discussion where participants were able to ask their questions. If you are really passionate about the topic you should visit this website where you can read the WHO guidelines for Transforming and Scaling up Health Professionals’ Education and Training. After the break we had an introduction to IFMSA Programs as well as the two current SCOME Programs - Teaching Medical Skills and Medical Education Systems, given by our lovely Program Coordinators - Katarina and Angel. This was followed by a discussion on the proposed SCOME Programs for the AM15 - Human Resources for Health and Ethics and Human Rights in Health. www.ifmsa.org
GA: Day 3 The third session began with the continuation of the hot potato game, an introductory activity for the participants to get to know one another and be more comfortable, all while starting the day with a positive attitude. With the conclusion of the icebreaker, the Poster Fair followed where every participant had the opportunity to prepare and present a poster showcasing the SCOME activities of his/her NMO. This activity - which has become a staple in SCOME sessions since MM15 - provides an amazing platform to share, exchange and inspire SCOMEdians everywhere as well as gain a helpful insight in medical education worldwide. We were amazed by the creativity and information on 25 posters from 25 countries and the various projects, campaigns and activities happening everywhere and we would also like to invite YOU SCOMEdians reading this to share your activities & initiatives with us on the SCOME facebook page. We followed the poster fair with External Representation & Advocacy training happening in two parallel rooms, facilitated both by the freshly trained TMETees. Participants had the chance to explore through various interactive exercises the issues of external representation in medical schools as well as advocacy and gain valuable information to exploit in their national activities. This proved really helpful and left SCOMEdians much more confident to raise their voices worldwide. Make sure to visit the resources folder with the handout of the training to learn more and know how to set up fruitful advocacy in your NMO. The day concluded with the SCOME strategic plan & regulations. After the introduction and explanation of the issue and the presentation on what has been done so far, space was given on a productive discussion between participants to make sure that, before the plan is finalized, it is a result of the needs and goals of SCOMEdians worldwide. There was plentiful input and points made which led to the discussion continuing on the next day during the open space. As the plan has not been voted on yet, all SCOME enthusiasts are welcome to comment and share their opinion on it.
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GA: Day 4 Our final session day of the General Assembly consisted of a parallel training session of both “Global Health Education” as well as “Evidence Based Medicine”. During the “Global Health Education” session, the group discussed the definition of this topic and why it was important to include this in the curriculum for medical students across the globe. During the “Evidence Based Medicine” session, the term was defined and there was extensive discussion on how effective this approach is as well as how it compares to the non formal approach of medical education from physician interaction and their experience in patient care. These two topics were continuously discussed and covered during the GA especially within SCOME because we are continuously finding more reason to include the concept of educating students both on health care systems inside and outside of their country of study. With the increase in globalization, the concept of educating medical students about the medical care system in regions outside of their country of study is vital. In the new age of medicine, many students are beginning to veer away from the techniques of learning that were previously understood to be the standard. As we all know, medical education is not just theoretical but an enormous amount of it is based on how much exposure and experience you get with patient care and the physical act of treating patients. Evidence based medicine of course is a very logical and intelligent approach to patient care because the protocol is defended by research and proof that such an approach shows success. However, this does not mean that the experience of a well versed physician who has handled thousands of patients successfully should be considered any less than the protocol from research. As a medical education committee, finding the balance between the two approaches is something we should take very seriously.
groups while each SCOME delegate had their choice on which topic they wanted to sit for. The four topics were “How to increase recruitment for SCOME” run by Sumya, “Competencies of an Ideal Doctor” run by Sabrin, “SCOME strategic Planning” run by Ahmad and “Postgraduate Medical Education and the Junior Doctors Network” run by Stijntje. Each group was responsible for coming up with strategies on how to improve their topics of discussion and provide possible solutions for any problems that come up for it. With closed our last SCOME session by evaluating the sessions all together, taking a group picture, a jump in the lake of Ohrid and a great speach by our SCOME Director with hopes that each delegate returns and continues to be active and take what they learned from these sessions back to their NMO.
The second part of the SCOME session consisted of what we call “SCOME open space”, where the entire group gave their thoughts on what topics are important to discuss as an international team. After the group discussion, we concluded by listing four major topics that we agreed on and broke up into four small working
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www.ifmsa.org
Theme Event: Migration of Healthcare Workers
Introduction: Over a billion people worldwide lack access to quality health services, in large part because of a huge shortage, imbalanced skill mix, and uneven geographical distribution of health workers. Acute global shortages in the health workforce today represent a crisis that looks certain to worsen in the years ahead. There is a chronic worldwide need for some 2.4 million more physicians, nurses and midwives, and for almost two million more pharmacists and other paramedical workers (WHO, 2006). Currently there are almost 60 million health workers globally, but they are unevenly distributed across countries and regions. Typically, they are scarcest where they are most needed, especially in the poorest countries. The crisis has long been painfully familiar to health policy makers and public health analysts internationally. The migration of health personnel – especially doctors and nurses – around the world is also a long-standing phenomenon, as they seek better salaries and conditions in other countries. In many cases they are actively recruited by the wealthy nations of Europe, North America, Australia and elsewhere. As a consequence, the health infrastructure in migrants’ own countries is liable to be seriously weakened. SCOME Follow Up Kit for AM2015 - Macedonia
Numbers of migrating health personnel have increased significantly in recent decades. Patterns of migration have also become more complicated and involve more countries. Migration between developed countries is well established and migration between developing countries is increasing. But it is migration from developing to developed countries that dominates global attention. This is because of the numbers of health personnel involved, and because of the impact on the health systems in the countries from which they have migrated. Increasingly inequitable access to healthcare can result from these movements. The World Health Report 2006 highlighted a global shortage of almost 4.3 million health personnel and identified 57 countries, most of them in Africa and Asia, facing a severe shortage of health personnel. Increased migration adds to these shortages. Health personnel migrate for the same reasons other workers migrate: they leave to seek better employment opportunities and living conditions. Developing countries lose many qualified health personnel through migration due to “push factors” such as unsatisfactory working conditions, poor salaries, few career prospects, safety concerns, and lack of management and support. 15
Theme Event: Migration of Healthcare Workers
At the same time, developed countries are struggling to meet the demands of ageing populations and changing health needs, notably an increased need for chronic care. With high numbers of job vacancies and domestic production levels lower than required in numerous countries, these developed countries need ever increasing numbers of migrant health personnel to deliver the services their populations require. This is why WHO and its partners are developing solutions so countries can address the twin challenges of managing migration and improving the retention of health workers.
causes, consequences, challenges and into the possible solutions of the Human Resources for Health problem. The topic was further discussed in the Standing Committee sessions as well as in the regional sessions. Currently an outcome document that summarizes the discussions that took place and a list of proposed solutions to be implemented internally and externally by medical students at local, national and international levels. So stay tuned as it will soon be shared.
One key element is to establish a supportive working and living environment and opportunities for professional growth so that health workers are less likely to migrate. Another is to implement the 2010 Code of Practice on the International Recruitment of Health Personnel.
Theme event sessions During the theme event sessions, several topics were discussed from the global perspective on migration, retention, distribution and ethical recruitment of healthcare workers to the direct implications for medical students and their education today as the need for the transformation and scaling up of health professionals’ education and training. We looked deeply into the 16
www.ifmsa.org
SCOME Activities @ Activities’ Fair SCOME was well represented at the activities fair, either through SCOME activities or within precious collaborations with other Standing Committees. The diversity of the activities made it clear that there are lots of areas that we, as medical education activists, could work in. You could be amazed by a project aiming to empower students’ medical skills and offering them opportunities to learn, practice and evaluate their own abilities, or by some training courses that work on the soft skills that every future doctor needs. And when you say to yourself that you’ve seen it all, there is this conference or symposium that pops out and steals the show. It shows you how students could have a say about their education, how
SCOME Follow Up Kit for AM2015 - Macedonia
they can evaluate what they’re receiving and give recommendations to their superiors. You would be surprised of how much they know about medical educations systems and how they are trying to make education as global as possible by looking from new perspectives and considering global health as priority, not only a dream. This activities fair was mainly an open source for inspiration, exchanging and sharing. SCOMEdians from all around the globe got to present their work and know how things are done elsewhere. This was also an opportunity for the program coordinators to know more about the local activities and to get an idea about those that can go under the programs.
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Keep In Touch! Contact the SCOME IT: Your lovely international team is always here to help you. You can always find them on the following emails SCOME Director:
scomed@ifmsa.org
Liaison Officer for Medical Education:
lme@ifmsa.org
Regional Assistant for Africa:
ra.scome.africa@gmail.com
Regional Assistant for the Americas:
ra.scome.pamsa@gmail.com
Regional Assistant for Asia-Pacific:
ra.scome.asiapacific@gmail.com
Regional Assistant for EMR:
ra.scome.emr@gmail.com
Regional Assistant for Europe:
ra.scome.europe@gmail.com
IFMSA-SCOME mailing list: Do you want to follow all the latest news of SCOME? Do you want to get informed of all the opportunities, deadlines and the events that are happening within SCOME? Join the IFMSA-SCOME mailing list by sending an empty email to ifmsa-scome-subscribe@yahoogroups.com IFMSA SCOME Facebook group: Keep in touch with more than 5000 SCOMEdians from all over the world on the Facebook group by clicking this link. Follow IFMSA Online: WEB: www.ifmsa.org
ifmsa.wordpress.com
facebook.com/ifmsa
twitter.com/ifmsa
instagram.com/youifmsa
youtube.com/ifmsa
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www.ifmsa.org
Albania (OMA)
Germany (bvmd)
Panama (IFMSA-Panama)
Algeria (Le Souk)
Ghana (FGMSA)
Paraguay (IFMSA-Paraguay)
Argentina (IFMSA-Argentina)
Greece (HelMSIC)
Peru (APEMH)
Armenia (AMSP)
Grenada (IFMSA-Grenada)
Peru (IFMSA-Peru)
Australia (AMSA)
Guatemala (ASOCEM)
Philippines (AMSA-Philippines)
Austria (AMSA)
Guinea (AEM)
Poland (IFMSA-Poland)
Azerbaijan (AzerMDS)
Guyana (GuMSA)
Portugal (PorMSIC)
Bahrain (IFMSA-BH)
Haiti (AHEM)
Romania (FASMR)
Bangladesh (BMSS)
Honduras (ASEM)
Russian Federation (HCCM)
Belgium (BeMSA)
Hungary (HuMSIRC)
Russian Federation, Tatarstan (TaMSA)
Benin (AEMB)
Iceland (IMSIC)
Rwanda (MEDSAR)
Bolivia (IFMSA-Bolivia)
Indonesia (CIMSA-ISMKI)
Serbia (IFMSA-Serbia)
Bosnia & Herzegovina (BoHeMSA)
Iran (IMSA)
Sierra Leone (SLEMSA)
Bosnia & Herzegovina (SaMSIC)
Iraq (IFMSA-Iraq)
Singapore (AMSA-Singapore)
Brazil (IFMSA-Brazil)
Iraq, Kurdistan (IFMSA-Kurdistan)
Slovakia (SloMSA)
Brazil (DENEM)
Ireland (AMSI)
Slovenia (SloMSIC)
Bulgaria (AMSB)
Israel (FIMS)
South Africa (SAMSA)
Burkina Faso (AEM)
Italy (SISM)
Spain (IFMSA-Spain)
Burundi (ABEM)
Jamaica (JAMSA)
Spain, Catalonia (AECS)
Canada (CFMS)
Japan (IFMSA-Japan)
St. Kitts & Nevis (IFMSA-SKN)
Canada (IFMSA-Quebec)
Jordan (IFMSA-Jo)
Sudan (MedSIN)
Chile (IFMSA-Chile)
Kazakhstan (KazMSA)
Sweden (IFMSA-Sweden)
China (IFMSA-China)
Kenya (MSAKE)
Switzerland (swimsa)
China, Hong Kong (AMSAHK)
Korea (KMSA)
Taiwan (FMSA-Taiwan)
Colombia (ASCEMCOL)
Kuwait (KuMSA)
Tanzania (TAMSA)
Costa Rica (ACEM)
Latvia (LaMSA)
Thailand (IFMSA-Thailand)
Croatia (CroMSIC)
Lebanon (LeMSIC)
The former Yugoslav Republic of Macedo-
Cyprus (CyMSA)
Libya (LMSA)
nia (MMSA)
Czech Republic (IFMSA-CZ)
Lithuania (LiMSA)
The Netherlands (IFMSA-NL)
Democratic Republic of Congo (MSA-
Luxemburg (ALEM)
Tunisia (Associa-Med)
DRC)
Malaysia (SMMAMS)
Turkey (TurkMSIC)
Denmark (IMCC)
Mali (APS)
Uganda (UMSA)
Dominican Republic (ODEM)
Malta (MMSA)
United Arab Emirates (EMSS)
Ecuador (AEMPPI)
Mexico (IFMSA-Mexico)
United Kingdom of Great Britain & North-
Egypt (IFMSA-Egypt)
Montenegro (MoMSIC)
ern Ireland (MedSIN)
El Salvador (IFMSA-El Salvador)
Morocco (IFMSA-Morocco)
United States of America (AMSA-USA)
Estonia (EstMSA)
Namibia (MESANA)
Uruguay (IFMSA-URU)
Ethiopia (EMSA)
Nepal (NMSS)
Venezuela (FEVESOCEM)
Fiji (FJMSA)
New Zealand (NZMSA)
Zambia (ZAMSA)
Finland (FiMSIC)
Nigeria (NiMSA)
Zimbabwe (ZIMSA)
France (ANEMF)
Norway (NMSA)
Gambia (UniGaMSA)
Oman (SQU-MSG) Pakistan (IFMSA-Pakistan) Palestine (IFMSA-Palestine)
www.ifmsa.org
medical students worldwide