medi c al s t udent swor l dwi de
Contents Message from Session Team Members ................................................................. 3 SCOME Sessions Agenda ...................................................................................... 4 [Program Sessions] ................................................................................................ 5 Non-formal Education ......................................................................................... 5 Inter-professional Education ............................................................................... 6 Basics in Medical Education ............................................................................... 7 Outcome-based Education .................................................................................. 8 Teaching and Learning Theories......................................................................... 9 Student Involvement and Advocacy .................................................................. 10 Assessment & Evaluation ................................................................................. 12 Human Resources for Health ............................................................................ 13 Ethics in medical curriculum .............................................................................. 14 [Open Sessions] ................................................................................................... 17 IFMSA/SCOME Introduction ............................................................................. 17 Social Determinants of Health ........................................................................... 19 Theme event: SDGs and SCOME..................................................................... 20 SCOREME Joint Session .................................................................................. 22 SCOME Regulations ......................................................................................... 23 SCOME Strategic Plan ...................................................................................... 24 Poster Fair ........................................................................................................ 25 Medical Education related Program Fair ........................................................... 26 Living Library: NOME Presentation ................................................................... 27 Open Space ...................................................................................................... 29 What’s the role of medical students? ................................................................ 30 Evaluation ............................................................................................................. 31 Contact information of SCOME IT and Session Team members .......................... 37
Message from Session Team Members
Dear SCOMEdians,
A few days ago we were together sharing unforgettable moments of knowledge experience and joy across the world. We discussed a lot of topics and shared a lot of different ideas from different countries and we tried to make the best of it. We took upon ourselves to make it the most amazing SCOME sessions that IFMSA has ever had and having you with us made our dream come true. And we hope that you got the motivation and the dedication to work toward a best future for all medical students to live in. So on behalf of SCOME sessions team we would like to thank you for being with us and doing such a great job towards our society as medical students. And remember that all our dreams can come true if we have the courage to pursue them. So let us dream together for a better future, a better world and a medical education. Be the change that you want.
SCOME Sessions Agenda March 3rd 8:30 9:00
March 4th
Opening+ Check-in
8:30 8:45
9:00 9:50
IFMSA/SCOME Introduction
8:45 9:45
9:50 10:00
Break
9:45 9:55
[MES] Basic in Medical Education 11:00 [MES] Outcome- [TMS] Non-formal 12:00 based Education Education 12:00 Break 12:10 12:10 [HS] Interprofessional Education 12:55 12:55 Evaluation 13:00 10:00 [TMS] Non11:00 formal Education
Opening [MES] Student involvement & Advocacy
[TMS] Teaching & Learning Theory Break
9:55 [MES] Assessment 10:55 & Evaluation
[TMS] Teaching & Learning Theory
10:55 Break 11:05 11:05 SCOME Poster Fair 12:15 12:15 Medical Education related Program Fair 12:45 12:45 Evaluation 13:00
March 5th
March 6th
March 7th
8:30 Opening 8:35 8:35 Human Resources for 9:20 Health: from global to local 9:20 Social Determinants of 10:05 Health 10:05 Break 10:15 10:15 [Ethics] Ethics in curriculum 11:15 11:15 Living Library: NOME 11:50 Presentation 11:50 Evaluation 12:00
14:00 Opening 14:10 14:10 SCOME Regulations 14:40 14:40 SCOME Strategic 15:00 Plan 15:00 Break 15:30 15:30 SCOREME 15:45 Joint Session 15:45 Theme event: SDGs 16:45 and SCOME 16:45 Evaluation 17:00
8:30 SCOME Regulations 8:45 8:45 Open Space 9:30 9:30 Break 9:45 9:45 What's the role of 11:00 medical students? 17:00 Evaluation & 17:45 Feedback 17:45 Photo Time 18:00 18:00 Farewell 19:00
[Program Sessions]
Non-formal Education Editor: Arij Date: March 3rd Facilitators: Katarina Mandic medicalskills@ifmsa.org Arij Chatbri acharbri@gmail.com Expectations: Participants can point out the difference between formal, non-formal and informal education. Participants can realize that IFMSA is implementing non-formal education. Participants can evaluate whether the work in their NMO fits non-formal education or not. Methods: Brain storming and small working groups (SWGs) Duration: 1 hour. Agenda: Formal Vs. Informal Vs. Non-formal education. What skills, knowledge, attitude are missing in your education? Project management: A quick reminder. Design a non-formal activity! Importance of evaluation and assessment. Activities to programs: Bigger impact. Conclusion: There are two ways to address the problems you face with your education, either you advocate within your school to make it fix it or you design a non-formal activity to fill the gap that the students experience. In both ways you can refer to IFMSA’s programs: Medical education systems and Teaching medical skills and have a bigger impact. Original file of presentation: -
[Program Sessions]
Inter-professional Education Editor: Arij Date: March 3rd Facilitators: Alberto Abreu da Silva hrh@ifmsa.org Expectations: Participants can understand what is interprofessionalism and its importance. Participants can know several examples of interprofessional education from different countries. Participants can indicate some interprofessional courses already implemented well in their curriculum, or needed to be integrated better. Participants can think of several student-oriented activities which can improve interprofessional cooperation. Methods: Presentation. Duration: 1 hour. Agenda: Conclusion:Original file of presentation: https://drive.google.com/file/d/0Bdwjmq0E1McSE1ZdnBKSDFKTDRXOEI3QU14eml2NUszQ1JJ/view?usp=sharing
[Program Sessions]
Basics in Medical Education Editor: Alexandra Date: March 3rd Facilitators: Petar Bonev: petar.b.bonev@gmail.com Aradhana Kohli: apkohli.ifmsa@gmail.com 洪茶: xdkururu@gmail.com Description: Expectations: Participants understand CanMEDs Model Participants can describe SPICES Model Participants can indicate differences between traditional and innovative curriculum Methods: Presentation, SWG Duration: 60 minutes Agenda: Medical students can have an impact on the medical curriculum, if they can understand how teacher teach and make medical students learn. A medical student is trained during the medical curriculum to become a medical expert. It's important to show what a medical expert will become. To make an impact as a student on the medical education system, it's good to know how to educate. Because you will understand the learning process better. To understand the differences between traditional education systems and innovative approaches. To make the training and teachers better. Conclusion: Original file of presentation: -
[Program Sessions]
Outcome-based Education Editor: Katerina Date: March 3rd Facilitators: Saverio Bianco (saveriobianco@hotmail.com) Aniket Vazirani (aniket.vazirani@gmail.com) Muntasir Alnaamani (namanimuntasir@gmail.com) Description: The session introduced participants to the concept of Outcome Based Education: what exactly it is, how it works, why it is important and most importantly, how it can be implemented. Drawbacks of OBE were also discussed and participants had the chance to ask questions to the trainers. Expectations: Participants understand what OBE is and how it can be implemented Participants understand the benefits and drawbacks of OBE Participants share any thoughts and questions regarding OBE Methods: Power point presentation Charades Open discussion Duration: 60 minutes Agenda: The session opened with a game of telephone charades where participants tried to pass on a phrase in a continuum. It was followed by a presentation on the concept of Instructional Education and what exactly is Outcome-Based Education (OBE) - the what, the why and the how. After explaining the structure and theory behind OBE, trainers discussed the implementation and the possible drawbacks. In the end, participants asked any questions they had to the trainers. Conclusion: Outcome based education is one of the most modern and well researched forms of medical education implementation. The drawbacks are not enough to hinder the development of an outcome based curriculum, while the benefits can ensure the proper learning of students. Original file of presentation: https://drive.google.com/file/d/0B1fYe0wyks7Sc3J4cXp2c2JNWVU/view?usp=sharing https://drive.google.com/open?id=0B1fYe0wyks7SQ0IzcWdCaUQ0UGM
[Program Sessions]
Teaching and Learning Theories Editor: Arij Date: March 4th Facilitators: Katarina Mandic medicalskills@ifmsa.org Arij Chatbri acharbri@gmail.com Description: Expectations: Participants can learn at least 2 theories about teaching and learning. Participants should receive a brief introduction of several latest theories. Participants can have a list of references that encourage them to self-learn about more theories after MM. Participants can apply the theory to their own curriculum, and point out where should be improved in medical education. Methods: SWGs Duration: 1 hour. Agenda: SPICES? Implement something in the curriculum using one model of the SPICES and its opposite. Discussion Conclusion: The SPICES are one leading model of curriculum design and development, but that doesn’t mean it’s flawless and that other models aren’t efficient. We as active medical students should have a critical thinking and an open mind when addressing topics related to our curriculum. Original file of presentation: -
[Program Sessions]
Student Involvement and Advocacy Editor: Izza Date: March 4th Presenters: 1) Rahoul Gonsalves Contact:+919742881800 Email: rahoul_93@yahoo.co.in Medical College :St. John's Medical College, Bangalore, India. 2) Giancario Bruno nome@sism.org giancarlobruno.med@gmail.com Message from Gian : I'm a 6th medical student living in the South of Italy. Maybe being at the last medical year means I'm almost a doctor but i think that I have a lot of stuff to learn before being ready to be a good doctor smile emoticon I'm NOME for the term 2015-16 here in Italy and I have a great SCOME TEAM that help me to coordinate the 37 italian LOMEs. I like travelling, reading books and watching tv series (aww). I play spinning three times and I'm very proud to be a SCOMEdian!:) Facilitators: Izza Bazigh ibazign@gmail.com Rashad rashad.fadhil@gmail.com Description: Expectations: ď Ź To empower students with the skill of advocacy and the art of getting their message across effectively. Methods: ď Ź Brainstorming, writing ideas on the flip chart, powerpoint slides, role play, SWGs. Duration: 1hour Agenda: Enabling the students to talk to their deans in a convincing manner and get their demands across despite hurdles like lack of interest on part of the hearing party and time constraints. 1. Energizer : DANCE 2. INTRO : what is advocacy? who can advocate? 3. Explanation of the advocacy cycle 4. Role play for demonstration: One volunteer played the LOME and the other played the dean - Situation simulated was that the LOME had to convince the dean on a new project plan while in the elevator for 5 mins.
5. Hurdles : How to overcome ? Start conversation with the most catching phrase and jump to the important things first. Made clear under the three tier criteria of : GAIN, NO PAIN, UNIQUE CLAIM. 6. Participants then asked for suggestions on the kind of problems they face in their home universities that require the dean’s attention : 4 problems listed 7. SWGs : 1,2,3,4 - Each assigned one problem and given the task to solve the problem using advocacy skills and applying recently gained tips of gain, no pain and unique claim. 8. Evaluation and feedback Conclusion: A consensus was reached on the effectiveness of the tool : Gain, No pain, Unique claim Original file of presentation: https://drive.google.com/file/d/0B2Xot5KHbd_YbXAtc2NmYVZQX28/view?usp=sharing
[Program Sessions]
Assessment & Evaluation Editor: Alexandra Date: March 4th Facilitators: Abhiyaan Kapoor: abhiyaan.Kapoor@gmail.com Nadine Hoonhout: nome@ifmsa.nl Description: Expectations: Participants understand difference between assessment and evaluation Participants can indicate purpose of assessment and evaluation Participants can show basic principles of assessment and evaluation Methods: Presentation, SWG Duration: 60 minutes Agenda: Assessment in general What is assessment? Purpose of assessment Types What can be assessed? Assessment tools Written examinations Assessments by Supervising Clinicians Direct Observation or Video Review 360 degree assessment, Portfolios Conclusion: Original file of presentation: https://drive.google.com/file/d/0Bx3IhruZB0NeU5GRy1jNHB2cHJUS0tQckQzOFhId1VoSUVF/view?usp=sharing
[Program Sessions]
Human Resources for Health Editor: Rashad Date: March 5th Facilitators: Alberto Abreu da Silva hrh@ifmsa.org Description: Session described what human resources is, how to tackle the issues falling under it from a worldwide perspective, and resources to use for successful change. Expectations: Participants should be able to identify the current problems of human resources for health in their own country. Participants can have an overview about the current situation of health workforce worldwide. Participants can know some general steps, or several successful examples of fighting for human resources. Participants can gain some materials or reference for advocacy in their countries. Participants can use international resources or supports for national or local activities. Methods: Presentation Duration: 45 minutes Agenda: Brief introduction to HRH “human resources for health” (“HRH”) is defined as “all people engaged in actions whose primary intent is to enhance health”, according to the World Health Organization's World Health Report 2006.[1] Human resources for health are identified as one of the core building blocks of a health system.[2] They include physicians, nurses, advanced practice registered nurses, midwives, dentists, allied health professions, community health workers, social health workers and other health care providers, as well as health management and support personnel – those who may not deliver services directly but are essential to effective health system functioning, including health services managers, medical records and health information technicians, health economists, health supply chain managers, medical secretaries, and others. Brief dive into regional differences; SWGs to identify problems/needs based by country similarity; Usage of tools that enable medical students’ engagement in the identified needs nationally/locally; Contribution to global action of IFMSA; Data sharing. Conclusion: Attendees were able to understand the definition, problems, and approaches to them. Original file of presentation: https://drive.google.com/file/d/0Bdwjmq0E1McaDVkcE9QNHgxOEdZNTRhdjAwOTJXSzJXOWow/view?usp=sharing
[Program Sessions]
Ethics in medical curriculum Editor: Maria Date: March 5th Facilitators: Maria Gołębiowska ethics@ifmsa.org Description: Expectations: Participants can learn about the importance of ethics influence for the future doctors. Participants can understand the importance to integrate ethics into medical curriculum. Participants should discuss the ratio of medical humanity courses among all the medical courses. Participants can know several ethics activities organized by other NMOs. Participants are eager to conduct ethics related activities when they go back to their countries. Methods: Presentation with flipcharts Duration: 30 minutes Agenda: Interactive introduction with flipcharts - what is ethics, medical ethics, what is the correlation with bioethics, medical law and so on. Conclusion: Basic definitions: - Ethicscareful and systematic reflection on and analysis of moral decisions and behaviour. It’s a study, theoretical approach to morality - the value dimension of human decisionmaking, so the actual act of ethical, or unethical, behaviour. - Medical ethicsthe branch of ethics that deals with moral issues in medical practice - Bioethics and ethicsMedical ethics is closely related to bioethics, but they are not identical. Bioethics, or biomedical ethics is a very broad subject that is concerned with the moral issues of all biological sciences in general, whereas medical ethics focuses on ethical while practicing medicine, Bioethics also does not require the acceptance of traditional values, which are fundamental to medical ethics. - Medical ethics and medical lawthere is a strong relation between ethical values and legal principles, nevertheless ethical obligations typically exceed legal duties. “In some cases, the law mandates unethical conduct. The fact that a physician has complied with the law does not necessarily mean that the physician acted ethically. When law is in conflict with medical ethics, physicians should work to change the law.
In circumstances of such conflict, ethical responsibilities supersede legal obligations.”(1) What should be included in teaching ethics - core list of topics: - 1) Informed consent and refusal of treatment - 2) The clinical relationship - truthfullness, trust and good communication - 3) Confidentiality and good clinical practice - 4) Medical research - 5) Human Reproduction - 6) The New Genetics - 7) Rights of children and approach to pediatric patients - 8) Mental disorders and disabilities - 9) Life, death, dying and killing - 10) Vulnerabilities created by the duties of doctors and medical students - 11) Resource allocation - 12) Rights Differences in teaching ethics worldwide - Teaching of ethics should start in the beginning of the medical studies, assuring that medical students are aware of the principles of good medical practice, patient centered medicine and the ethical responsibilities to the patients, healthcare and their peers. - Ethics should be a part not only of the undergraduate curriculum, but also continued in the postgraduate and researchers courses. - Depending on the country, ethical topics can be included in different parts of the curriculum. It can be a separate course, or it can be a part of every clinical subject. - In most of the countries, ethics is an obligatory course including lectures and seminars on topics such as: Code of Medical Ethics, Rights of Patients, Ethics in aspect of Medical Law, ethical dilemmas in perspective or major ethnicity/biggest ethnical minorities. In Poland course of ethics lasts for a half semester to one semester and usually is enrolled in the first or second year of studies. - Some of the countries (ex. The Netherlands) introduced a new approach to ethics in curriculum based on problem-oriented classes, student selfteaching in small groups, which includes periods of training with physicians. The process is aided by an ethicist, who remains available throughout clinical training. - Some schools also provide monthly ethical meetings and discussions held for students in clinical departments. - In Italy, some of the schools included course in ethics as part of course of legal medicine. - In Denmark, the emphasis is also being put on the postgraduate education in ethics, and some of the courses were extended to other countries. - In South Africa, questions on ethical dilemmas are approximately 10% of every test in clinical subjects, as teaching different aspects of ethics is included in teaching clinical subjects.
Original file of presentation: https://drive.google.com/file/d/0B-dwjmq0E1McTkJCTnR5aUtuc0k/view?usp=sharing Other resources: WMA Ethics Manual Teaching medical ethics: problem‐ based learning or small group discussion?, J Med Ethics Hist Med, 2013, 6:1 http://journals.tums.ac.ir/abs/22980
Reform in medical ethics curriculum: a step by step approach based on available resources, J Med Ethics Hist Med, 2011, 4:8 http://journals.tums.ac.ir/abs/19013 Teaching medical ethics in other countries, Journal of medical ethics, 1985, 11, 22-24 Teaching medical ethics and law within medical education: a model for the UK core curriculum, Journal of Medical Ethics 1998;24:188-192
[Open Sessions]
IFMSA/SCOME Introduction Editor: Rashad Date: March 3rd Facilitators: Rashad rashad.fadhil@gmail.com Description: A brief, friendly, energy-raising introduction to familiarize the attendees to the IFMSA and SCOME in regards to general terms, aims, activities, team, and the agenda within the GA. Expectations: Participants can understand the vision and mission of SCOME. Know culture of IFMSA (including difficult terms and strange traditions). This understanding may help participants to feel more familiar and comfortable in SCOME. Raise energy levels to kick start the day and break the ice between attendees and team and amongst them. Methods: Presentation Participants’ answers and involvement Dance activity Duration: 40 minutes Agenda: SCOME Sessions team members’ introduction Code of Conduct of the GA which reflects the principle of respecting one another with the different backgrounds and cultures IFMSA as an organization: what it is, what it aims for, what does it include: (For over 60 years, IFMSA has been run for and by medical students on a voluntary basis. IFMSA envisions a world in which all medical students unite for global health and are equipped with the resources, skills and knowledge to take on health leadership roles locally and globally, so that we can shape the healthy and sustainable future we want.) when was it established (1951), and the extent of its current territory (124 NMOs in 116 countries) SCOME: we learned how to pronounce Medical Education in different languages as an energizer within the presentation and some fun knowledge, then we proceeded to speak about the SCOME updates, the SCOME structure and the function of the different positions, and the agenda of the SCOME sessions. Summary about how SCOME functions in general was given to make it easy An overview of the different committees and what they do was displayed Next was a brief intro about general IFMSA activities, including the plenaries, flag stealing, social programs, SCOME Social program, and finally the energizers where a wobble dance was performed to increase the energy to kick start the day
Conclusion: ď Ź Participants understood the intended points and felt comfortable to take part in the rest of the sessions. Original file of presentation: https://drive.google.com/file/d/0Bdwjmq0E1McWGtRMUQ2Unl6NVBqemFnTnlaS3kycEJMaTVZ/view?usp=sharing
[Open Sessions]
Social Determinants of Health Editor: Gem Date: March 5th Facilitators: Gem Wu ra.scome.asiapacific@gmail.com Description: In WHO’s definition, the social determinants of health (SDH) are the conditions in which people are born, grow, work, live, and age, and the wider set of forces and systems shaping the conditions of daily life. As a medical student, understanding the background of our patient and the indications of political, economic, social factors behind is crucial to the effective treatment of them. Expectations: Participants can understand the concept of SDH. Participants can indicate that education plays an important role in SDH. Participants can identify the problems results from health inequalties, and then participants can discuss solutions and the role of medical students. In order to improve health equalty, participants would try to develop some suggestions or even a white paper from students' perspectives. Methods: Lecture-style presentation Find your matching team Keyword marathon Duration: 45 mins Agenda: Dr. Sammut from WONCA sharing about the organization SDH intro Grouping into different SDH categories Discussion SDH marathon Conclusion: 1. More activities should be added to the lecture. 2. Activities itself should contained more deepened thoughts. Original file of presentation: SDH & WONCA – Dr. Mario R Sammut https://drive.google.com/file/d/0BwzZvZKDpFwwTFJuQkJ2WkRQUXc/view?usp=sharing Social Determinants of Health https://drive.google.com/file/d/0BwzZvZKDpFwwbkFRV1ItdWo1eTA/view?usp=sharing
[Open Sessions]
Theme event: SDGs and SCOME Editor: Gem Date: March 6th Facilitators: Stijntje Dijk lme@ifmsa.org Description: An introduction by the SCOME Director on what the Sustainable Development Goals are An introduction by the WONCA (world family doctors) of how the Sustainable Development Goals are relevant to the medical profession An introduction by the LME on how the Sustainable Development Goals are relevant to the Standing Committee on Medical Education Expectations: Participants have an understanding of what the Sustainable Development Goals are, and how they are related to the work that SCOME does. Methods: Lecture-style presentation SWG Duration: 1 hour Agenda: Intro to the SDGs by the SCOME-D Brain storming SWG: Participants divided into 4 groups and task assigned by SCOME-D on the relevance of the SDGs to medical education. Concluding address by LME Conclusion: On September 25th 2015, countries adopted a set of goals to end poverty, protect the planet, and ensure prosperity for all as part of a new sustainable development agenda. Each goal has specific targets to be achieved over the next 15 years. Health plays a crucial role in shaping our world, that goes beyond SDG 3 (Good health and well-being). A person’s health can be determined by many factors, such as their living conditions, the environment, their work, conflict and many others. Therefore, it is important for all (future) health workers to have a basic understanding of social determinants of health as well as the SDGs and the role they will play to achieve them. The session discussed whether the SDGs, or the competencies that medical students will need to address the issues to achieve them, are properly addressed within the medical curriculum, and in which ways. From the session we concluded that addressing SDGs happens only scarcely, and when done so not in innovative or engaging manners that push medical students to fully understand their (future) role. This is one of the reasons why the IFMSA advocates for inclusion of SDH, Global Health Education and competencies in line with the WHO Transformative Education guidelines in the medical curriculum.
Original file of presentation: https://drive.google.com/file/d/0Bdwjmq0E1McdEVMS3c5ZDhlQldTWG8tb2dJVkgydlEyYXQ0/view?usp=sharing Other reference: UN Sustainable Development Goals: http://www.un.org/sustainabledevelopment/sustainable-development-goals/ IFMSA Global Policy on Medical Education: http://ifmsa.org/wpcontent/uploads/2015/05/SecGen_2014AM_PS_Global_Policy_on_Medical_Education.p df IFMSA Policy Statement on Human Resources for Health: http://ifmsa.org/wpcontent/uploads/2015/05/SecGen_2014AM_PS_Human_Resources_for_Health.pdf Transforming and scaling up health professionals’ education and Training WHO guidelines (2013): http://apps.who.int/iris/bitstream/10665/93635/1/9789241506502_eng.pdf Transformative scale up of health professions education: http://apps.who.int/iris/bitstream/10665/70573/1/WHO_HSS_HRH_HEP2011.01_eng.pdf Global Consensus for Social Accountability of Medical Schools: http://healthsocialaccountability.sites.olt.ubc.ca/files/2011/06/11-06-07-GCSA-Englishpdf-style.pdf
[Open Sessions]
SCOREME Joint Session Editor: Gem Date: March 6th Facilitators: Alexander Lachapelle (NOME from IFMSA-Quebec) nome@ifmsa.qc.ca Tara Dignazio (IFMSA-Quebec) da.quality.score@gmail.com Description: The objective of this SCOREME (Standing Committees on Research Exchanges and Medical Education) joint session is to present an up to date summary of current evidence in research education, existing systems, and ways to implement research in medical curricula, through and international dialogue between the SCOME and SCORE committees. Expectations: 1. Learn the importance of research of medical education 2. learn to utilize existing system to reach to medical research Methods: Lecture Duration: 30 minutes Agenda: “Best evidence said that...” energizer Alex and Tara lectures about the role of medical students in research Conclusion: 1. All doctors or future doctors should be equipped with the ability to research 2. It's not that hard to do some research! Original file of presentation: https://drive.google.com/file/d/0B-dwjmq0E1MceW4xMHhBaVVGV3c/view?usp=sharing
[Open Sessions]
SCOME Regulations Editor: Gem Date: March 6th & 7th Facilitators: Gem Wu ra.scome.asiapacific@gmail.com Description: During MM16, SCOME from each NMOs were called to vote upon the SCOME Regulations, as it was proposed by the SCOME Director and any proposed amendments. The session aimed to introduce younger SCOMEdians to the Regulations and spark a discussion among all participants regarding the proposed plan as well as the proposed amendment before the final voting procedure. Expectations: Each SCOMedians will have a thorough view of SCOME regulations. Each SCOMEdians will learn rules of procedure in discussing SCOME regulation. SCOME regulations could reflect the needs and expectations of SCOMEdians. Methods: Powerpoint and PDF presentation SWG discussion Voting Procedure Public discussion Duration: 3 hr Agenda: (10 min) Presentation The proposers take turn to come to the stage an explan their proposal of amendment, and each proposal has 1~2 minutes. (15 min) Discussion We then divide people into 4 groups to discuss it in more detail, each group will get a copy of Regulations and Strategic Plan, and then stand in a circle again. There will be time for questions from NMOs and a short discussion before moving on to the final voting procedure! (10 min) Voting for both Regulations and Strategic Plan. (5 min) Acclimation Conclusion: 1. Regulations still needs to be based on consensus of all or most members. 2. Regulations are essential for future SCO development. Proposals: https://drive.google.com/open?id=0BwzZvZKDpFwwRVZwR3Judm14REE Original SCOME Regulations: https://drive.google.com/open?id=0B-dwjmq0E1McR0hQTkNadU9Wbk0 New SCOME Regulations adopted in MM16: https://drive.google.com/open?id=0B-dwjmq0E1McZmVXMlNkVWs2Ync
[Open Sessions]
SCOME Strategic Plan Editor: Katerina Date: March 6th Facilitators: Katerina Dima ra.scome.europe@gmail.com Description: During MM16, SCOMEdians were called to vote upon the SCOME Strategic Plan (SP) 2015-2017, as it was proposed by the SCOME Director and any proposed amendments. The session aimed to introduce younger SCOMEdians to the Strategic Plan and spark a discussion among all participants regarding the proposed plan as well as the proposed amendment before the final voting procedure. Expectations: Each SCOMedians will have a thorough view of SCOME Strategic Plan Each SCOMEdians will understand the reasons behind having a Strategic Plan SCOME Strategic Plan could reflect the needs and expectations of SCOMEdians in accordance with the IFMSA Strategic Plan Methods: Powerpoint and PDF presentation SWG discussion Voting Procedure Public discussion Duration: 20 minutes Agenda: The total duration of the discussion was 20 minutes. The agenda of the session opened with a presentation and reading of the SCOME Strategic Plan as well as the proposed amendment, followed by a discussion in small working groups: participants were divided into 4 groups, one discussing the SCOME Strategic Plan and the rest the SCOME Regulations. The discussion of the SP focused on the proposed amendment (creation of Medical Education Support Division) as the proposer was present, taking the form of Q&A and exchange of thoughts. Due to participants wish to discuss the issue further, the voting procedure was moved on to the next day, March 7th. Conclusion: 1. SCOME should base future work on the SCOME Strategic Plan 2. Creation of Medical Education Support Division was deemed redundant by NMOs, as proposed tasks fall under the description of the SCOME IT. 3. Inviting Deans as externals to SCOME sessions could inhibit the discussions among NMOs and put a great financial burden on IFMSA. Proposals: https://drive.google.com/open?id=0BwzZvZKDpFwwWl9jX0l3Q052QmM Current version of SCOME Strategic Plan: https://drive.google.com/open?id=0B-dwjmq0E1McVHREU2dEVUxiMEE
[Open Sessions]
Poster Fair Editor: Izza Date: March 4th Facilitators: Izza Bazigh ibazigh@gmail.com Description: Most participants had brought their posters beforehand. A few of them made the posters impromtu. Posters were put up on the walls and then some healthy discussion regarding the details of the activities/events displayed followed. Expectations: To allow participants to showcase their NMO projects held under SCOME and allow them to exchange necessary contacts for building collaborations in the future e.g to expand the scale of their project etc. Methods: Posters were put up, presenters explained their posters using body language, images on the laptop/tabs, contacts (emails, phone numbers) were exchanged. Duration: 1 hour Agenda: Posters were put up and the presenters stood next to their posters and explained their posters upon inquiry. It was a healthy exchange of ideas and materials. The best posters were given SCOME-D stamped tokens of appreciation. Conclusion: It was a good way for participants to share their activities and also get ideas on what activities to plan upon going back.
[Open Sessions]
Medical Education related Program Fair Editor: Alexandra Date: March 4th Facilitators: Alexandra Description: What is Medical Education related Program Fair? We provide you with the opportunity to discuss your activities directly with Program Coordinators and talk about your enrollment We have five Programs: Medical Education Systems Teaching Medical Skills Human Resources for Health Ethics and Human Rights in Health Health Systems Expectations: Why it is important to participate? According to Strategic Goals for SCOME 2015-2017 by March 2017 SCOME’s activities will be fully integrated under the different IFMSA Programs. That’s a unique opportunity to resolve doubts about which Program fits the best to your activity. Methods: Open discussion Poster prepared for Poster Fair can be used to discuss activity with Program Coordinators about its fitness of enrollment. Duration: 60 minutes Agenda: Conclusion: Link of posters: https://drive.google.com/open?id=0Bx-3IhruZB0NVlhJTDhoZUFXaTA
[Open Sessions]
Living Library: NOME Presentation Editor: Ibrahim Date: March 5th Facilitators: Ibrahim Mohamed Description: After checking participants’ information, we chose several NOMEs, contacted them before the GA and asked them to share their experience of being a NOME. During the session those NOMEs were just like real books that participants learned from, participants read them, approached them and asked them questions interactively. Expectations: To publish a booklet for collecting role models to other NOMEs so they can make advantage from it Methods: Interactive speaking Duration: 35 minutes Agenda: The NOMEs are: 1\ Ramon Bultó (AECS) And the book is (Breaking schools: learn by yourself) He spoke about the power of non-formal education and how it is useful to fulfill the needs of students when the formal way isn't achievable. Contact: noneaecs@gmail.com 2\ Aleksandra (IFMSA-Poland) And the book is (How to find balance between advocacy and projects). Contact: a.likonska@gmail.com 3\ Mihai Suceveanu (Romania) And the book is (Building a team, building a dream) Contact: National Officer on Medical Education (NOME) at FASMR - Federaţia Asociaţiilor Studenţilor în Medicină din România 4\ Izza Bazigh (IFMSA-Pakistan) And the book is ("From LOME to NOME") She talked about her services to her LC as a LOME, then the process of getting selected in an external (AMEE 2015), and then the uphill climb to NOME. Then her biggest achievement as NOME, which was the first ever collaboration with MSA-I called the "DrBeen Corp" Contact: scome.ifmsapakistan@gmail.com 5\ Marc Eich (swimsa-Switzerland) Contact: Worked at Swiss Medical Students' Association. 6\ Mário Fernando (IFMSA-Brazil) – And the book is (A fighter for medical education)
Contact: National Officer on Medical Education at IFMSA Brazil 7\ Alexander Lachapelle (IFMSA-Quebec) And the book is ( Establishing a new local SCOME branch Contact: National Officer on Medical Education at (IFMSA-Quebec) 8\ Alan Patlan (IFMSA-Mexico) And the book is (Involvement) Contact: Secretario Ejecutivo at IFMSA México A.C. 9\ Arij Chatbri And the book is (1 team, bigger impact) It was about how to share your vision and action plan as a NOME with your LOMEs and work together to achieve the same goal. And also about team management and empowerment and how to supervise and guide them while giving them the absolute freedom to choose any activity to work on. Contact: nome@associamed.org \ +2162220401 10\ Ibrahim Mohamed And the book is (the journey of SCOME) It was about his personal career in SCOME from the beginning as SCOME member till the reaching the NOME and how he passed through it. Also he talked about the situation of his NMO and the type of activities that they had. Contact: medsin.nome@gmail.com \ 00249913933322 11\ Cristina Perez Costoya (IFMSA-Spain) And the book is (How to start a TMET) Contact: nome.spain@gmail.com
Conclusion: It was an excellent experience for both NOMEs and participants and they learned a lot of useful things that can guide them through their work in SCOME.
[Open Sessions]
Open Space Editor: Katerina Date: March 7th Facilitators: Katerina Dima ra.scome.europe@gmail.com Description: During this session, NMOs had the opportunity to propose topics of interest to discuss in small groups with interested SCOMEdians. Participants chose which suggested topic they wished to discuss and each proposer assumed the role of facilitator. Expectations: NMOs to share important topics to them or problems they face NMOs to discuss with each other and reach useful conclusions to directly address the needs of SCOMEdians Methods: SWG discussions Duration: 30 minutes Agenda: On the last day of SCOME sessions, we held the Open Space: an activity where SCOMEdians had the opportunity to submit relevant issues they wished to discuss. The topics suggested were “Do we really need a medical oath?”, “SCOME Strategic Plan”, “Lack of motivation among medical students” and “ SCOME Regulations”. Conclusion: NMOs after the session had a much better understanding of SCOME Strategic Plan and the SCOME Regulations. Many questions were raised and answered and the discussions on “Do we really need a medical oath?” And “Lack of motivation among medical students” sparked an interesting debate among the SCOMEdians.
[Open Sessions]
What’s the role of medical students? Editor: Rashad Date: March 7th Facilitators: Rashad, Ibrahim, Aleksandra, Izza Expectations: Participants can identify the responsibilities and role of medical students. Participants can think of how to contribute to this community as a medical student. Participants can share their opinion and discuss with other participants. Participants are willing to start on planning actions after they go back to their countries. Methods: Flipcharts Attendees involvement and discussion Duration: 30 minutes Agenda: A brainstorming took place and the roles of medical students were categorized into 4 divisions: Self, hospital, college, and community. Every division was then taken separately by a presenter where it was discussed, brainstormed further, and summarized as well as emphasized for the attendees. Self: to be in touch with one’s self, to be in balance, mental health, hygiene, skills, sleep, healthy habits. Hospital: to be on good terms with patients, team members, and other hospital staff College: to enhance medical education, to be actively involved in the teaching process, to behave well with colleagues and staff Community: to be an active member in society and be involved in general society matters, to be effective, positive, and to represent well Conclusion: Students widened their scope of what the role of medical students is, understood deeply the points within each division of the general role, and reminded to bring back home a better understanding and application.
Evaluation Editor: Arij We received 54 answers out of 60 questionnaires that we distributed. All the written responses were listed.
1. Before you come: How many General Assemblies have you attended before this March Meeting?
GA attendance 0
1 6%
5%
2 or more
No answer
6%
83%
How well prepared for the GA and the SCOME sessions were you before coming?
Preps Not at all
Kind of
Well
Everything was almost under control
No answer
Perfect
5%
22% 50% 13% 9% 0%
1%
Have you read the SCOME sessions survival kit? Didn't receive it 6% Nope 7%
SK
Some of it 28%
Most of it 59%
On a scale of 1 to 5 how would you rate our survival kit?
SK 1 0% No answer 13%
2 0% 3 20%
5 19%
4 48%
Do you think there are any other things that we can prepare for you before the General Assembly? 1. More information about the voting procedure and the regulations.(3 responses) 2. More references and reading materials (2 responses) 3. Introduction of the SCOME IT (2 responses) 4. More pictures in the SK (1 response) 5. SCOME PARTY! (1 response)
2. During the sessions: I have attended 0-25 % 0%
Presence
25-50 % 4%
50-75 % 26% 75-100 % 70%
How would you rate the program sessions?
Programs sessions 30 25 20
15 10 5 0
Not applicable
Very dissatisfied
Dissatisfied
Neutral
Satisfied
Very satisfied
Recommendations to improve program sessions: 1. More advanced and detailed sessions. (5 responses) 2. Less subjects and deeper discussions. (3) 3. More preparation amongst the trainers. (3) 4. Try to make a chronological relation. (1) 5. Mention level of sessions in the SK. (1) Recommendations to improve the open sessions (poster fair, program fair, NOME presentation, open discussion) 1.More time for the Poster fair. (5) 2. Open space for transnational collaboration. (3) 3. Programs fair isn’t efficient, try something else. (2) 4. Divide NMOs into groups with the same problems. (2) Regarding to the 5-days SCOME Sessions:
SCOME sessions 30 25 20 15 10 5 0
Not applicable
Very disagree
Disagree
Recommendations to future SCOME sessions 1.Give more time to interactive sessions. (3) 2. SWG on transnational projects and activities. (3) 3. More team building and time for ice breakers. (3) 4. Better preparation of the facilitators. (2) 5. Less program-related sessions. (1)
Neutral
Agree
Very agree
3. General thoughts: What are the three things you will take home with you leaving this March meeting?
:)
Experience 18%
Motivation 30%
New idea 16%
Friendhsip 19%
Knowledge 17%
What did you like the most about the sessions? 1.Poster fair. (5) 2. SCOME IT and Sessions team. (5) 3. Creativity, diversity and inspiring people. 4. The group discussions. 5. Sharing experience. What did you like the least about the sessions? 1.MORNINGS: Waking up too early. (5) 2. Too much groups / Big groups. (3) 3. Time management. (3) 4. Long presentations. 5. The last two sessions lacked content.
How do you overall rate the work of the SCOME Session Team at this General Assembly?
Overall 1
2
3
4
5
0% 4%
17% 37%
42%
How satisfied are you with this evaluation form?
Evaluation 1
2
3
4
5
0% 0% 11%
44%
45%
Contact information of SCOME IT and Session Team members Editor: Ibrahim 1\ Angel 2\ Stijntje Dijk 3\ Ibrahim Gedo 4\ Gem 5\ Aleksandra Likonska 6\ Arij Chatbri 7\ Izza Bazigh 8\ katerina dima 9\ Rashad Al-Shama
Contact: scomed@ifmsa.org Contact: lme@ifmsa.org Contact: Medsin.nome@gmail.com Contact: ra.scome.asiapacific@gmail.com Contact: a.likonska@gmail.com Contact: nome@associamed.org Contact: scome.ifmsapakistan@gmail.com Contact: ra.scome.europe@gmail.com Contact: Rashad.fadhil@hotmail.com
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