SCOME FOLLOWUP KIT Asia-Pacific Regional Meeting 2018 Seoul, South Korea
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IFMSA Imprint Standing Committee Director Pablo Estrella SCOME International Team Katerina Dima Matteo Cavagnacchi Linah Mohamed Hassanein Alaa Dafallah Ximena Paredes Gonzalez Aqsa Shafique Marouane Amzil Catarina Pais Rodrigues Layout Design Fahmi Kurniawan Cover Syed Abdul Ahad Ali Shah
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 137 National Member Organizations from 127 countries across six continents, representing a network of more than 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.
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Contents The Regional Team
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Message from the RD Message from SCOME D to AP region T​able of contents Message from Regional Assistant 2. Message from the Director on Medical Education Message from Sessions Team 3. 4. About SCOME Image of Sessions Team Poster 5. SCOME Structure 6. Trainings under Recognition andSCOME shout out to the participants 7. Sessions Team 8. SCOMEInfo Agenda General about IFMSA 9. SCOME Abbreviations You Should Know General info about SCOME SCOME Structure General overview of APRM AGENDA INSERT SCOME LOGO HERE. And SCOME Sessions day 1 overview APRM 18 logo as well SCOME Sessions day 2 overview SCOME Sessions day 3 overview Joint Session with SCOPH Sessions Outcomes and Resources How to keep in touch Gallery - Sessions Charts and All of us :) List of Facilitators Total no of Participants Total number of countries represented.
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THE ASIA PACIFIC REGIONAL TEAM From Left to Right: Phor Ranat Khongthong - SCORE RA Karan Parikh - SCOPE RA Maha Rehman - SCORP RA Sheng Alex Yang - SCOPH RA Jason Tang - SCORA RA Aqsa Shafique - SCOME RA Trevor Seo - GA Gabriel Wong -IDA Mokshada Sharma - The Regional Director Tanvir Haider - GA Rizky Karim - CB RA
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Message from the RD
meaningful youth participation within the region, together
Dear Asia Pacific family, The APRM gives a sense of belonging to most of us in the Asia Pacific Region who may seem shy and demure at first glance. The APRM 2018 was no different. It was an amalgamation of ideas, cultures, languages, religions, stereotypes; all working towards one goal - to be the best version of themselves and bring positive change in the world. The theme of the APRM 2018 was ‘Mental Health’, a topic that is closely related to us as students and future health professionals. We discussed ways to tackle the overarching problem that mental health issues are still highly trivialized and stigmatized in our countries’ cultures and societies. At the APRM, we managed to address mental health holistically and tackle this neglected but ever-growing epidemic by changing the way we think about it, the way we talk about it and the way we tackle it.
This meeting was a culmination of almost a whole year’s hardwork and the result of dedication of the Organizing Committee, Regional Team and the IFMSA EB-TO. To all the delegates, thank you for making this the largest APRM (233 delegates with representation from 17 Asia-Pacific NMOs and 5 other NMOs). The APRM experience was solely enhanced by everything you brought to the table and by learning from each other. We hope this APRM will stay in your hearts for a long time. This will probably be the last time you hear from us as the Asia Pacific Regional Team 2017-18 and we would like to take this opportunity to thank you for giving us this incredible learning experience and the opportunity to serve you all. We take away so many memories and it has been a pleasure to be part of this incredible Region. On behalf of the Asia Pacific Regional Team 2017-18, Mokshada Sharma Regional Director for Asia Pacific 2017-18
We were also joined by the Wold Medical Association’s Junior Doctors Network and Asian Medical Students’ Association International during the meeting to discuss our future collaborations and work towards
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Message from SCOME D for AP region
Dear SCOMEdians from the AP Region, This Regional Meeting was a complete success for SCOME. High quality sessions, motivation, passion for medical education, concrete outcomes for the region, etc. This kind of event is a unique opportunity to acquire skills, knowledge, meet people with different backgrounds and share ideas. Aqsa, your Regional Assistant for AP and her Sessions Team prepared and delivered these sessions to empower members and help them become better health advocates. Keep in your memory the energy and the experience from this APRM, as it will remind you the importance to have and promote global health education.
Best, Pablo Estrella SCOME D 2017/18
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Message from Regional Assistant Dear Medical Education Lovers, When the APRM ended, the feeling I had was of it not being over but of a new beginning and I feel I have lived that ever since I came back home. Contact with most of you, future discussions, plans and projects - all of these keeping me busy, alive and sane at the same time. I never knew what an APRM brings to us, its unique and distinct from a General Assembly, the amount of love shared and the bonding itself leaves us amazed how time can hold us in past, and how some part of us still stays where we lived so many memories. We tried our best to prepare sessions which wouldn’t just cover basics but would give you the essence of the topic itself. Along with the strategies adopted to conduct those sessions were to ensure maximum understanding, involvement, participation and enthusiasm. Medical Education touches our hearts, and to me it touches the soul like treating a patient does when we attain certain success in giving them relief. It is like making lives of all those doctors tirelessly making efforts to provide the best of services for humanity. I feel what the most important outcome of this APRM was to have you all on board in SCOME, to see your interest and eagerness to sufficiently learn so that you can go back home and give all that you could take. I am proud of the hardworking nature of AP region and the fact that we care and are adamant on making change and providing our services in Medical Education. My heart is warmed to see increasing number of people loving Medical Education from Asia Pacific Region. Panda Hugs for you all. Sincerely, Aqsa Shafique Regional Assistant for Asia Pacific Region 2017/18
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Message from Sessions Team
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Khansa Dear, amazing SCOMEdians from Asia Pacific! SCOME Session of APRM 2018 had already ended, yet it was such a pleasure for me to be with all of you through the journey. Throughout the sessions, we’ve learn and discuss various topics within medical education field, from the introduction of SCOME to curriculum development to advocacy, and now it’s time for you to share and implement the lessons back home! :) All the relevant resources, documents, and toolkits will be shared and all of us the sessions team will be here with you during the process, so, looking forward for further chats & discussion regarding medical education from all of you!
Abdalla Our loved family of SCOMEdians and AsiaPacific pandas, it was a pleasure to meet you and to work side by side with you, our three days of SCOME sessions in the APRM were full of knowledge,experience and entertainment. We enjoyed every single moment with your company. We’ve felt your passion and energy and we were thrilled with your hard working spirit and self-sense of leadership. We hope that our sessions were the sparkle that will lead you through the way as future leaders of medical education and healthcare in your countries and the world. We also hope that we have met your expectations and left some nice memories in your mind.
We’ll always be there for you in case you need anything in your IFMSA work and especially SCOME work and we’ll be glad to meet you again in future IFMSA meetings inshallah. Panda hugs from Iraq. Abdullah
Sharar Dear, SCOMEdians!!! I cannot believe nearly 2 months have passed since APRM. The memories are still so fresh, and we have met you all, our amazing SCOMEdians community of Asia Pacific Region. After working with you, I am really hopeful and excited to see the changes we will make to our medical education system.Here we are sharing with you what we all have done during our APRM SCOME session and hope that these will be helpful in our NMO as well. Pls discuss your ideas with us. :) Hope to meet u all again. ♥ PANDA HUGS!!! :D
Peeyush Hello Pandas. I hope you had a blast in this APRM. I know I did. I want to thank you all for being such amazing participants and I hope we could do some justice to the expectations you had in mind for SCOME. I was overwhelmed by the tremendous enthusiasm displayed by you all and how motivated you are to bring reforms to the medial education systems throughout AsiaPacific. Please feel free to contact us anytime for anything you need and remember, this is just a beginning, and much more awaits you in SCOME and future APRMs. I really cannot wait to meet you all once again. No goodbyes, only see you later!
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Recognition and shout out to the participants We believe the energy we experienced at APRM 18 had never been witnessed by us in our lives. The enthusiasm and participation warmed our hearts, the understanding and execution of activities motivated us to keep delivering sessions and the involvement and desire to learn gave us the strength to adapt and make sessions productive by the day. We learnt from you in the process. Being amongst the best group of participants you were amazing and we have so much faith in you that all of you have a great future and will be agents of change in your medical education system. Furthermore, we believe the capacity that you hold wouldn’t be confined to the system of your own NMO or region but will take you on board internationally. Never ever lose hope and believe in yourself, the spark that you hold is within you never ever let it dim. We can see you shine from far and feel proud for all your successes. We are at your service, anytime. So, near, far, wherever you are, just believe in your hearts and your hearts will go on, and on.
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General Info about IFMSA The International Federation of Medical Students’ Associations (IFMSA) is anIndependent, non-governmental and non-political federation of medical students’associations throughout the world. Currently,IFMSA is the largest and oldest internationalmedical students’ organization representing 137NMOs from 127 countries on six continents! TheIFMSA was founded in 1951 and is run for and bymedical students on a non-profit basis. It isofficially recognized by the United Nations andthe World Health Organization as a non-governmental organization and as well, it workswith the World Medical Association. IFMSA was created to impact the world and to empower its members in taking their vision and
ideas and making them a reality. Engaging in IFMSA encourages both professional and personal collaborations irrespective of geographical, social, cultural, religious, racial, sexual and political differences. As a result, future doctors are becoming more culturally aware and sensitive physicians. IFMSA has 6 standing committees that concentrate on issues in different areas: • Medical Education – SCOME • Public Health - SCOPH • Human Rights and Peace – SCORP • Sexual & Reproductive Health including HIV/AIDS – SCORA • Professional Exchanges – SCOPE • Research Exchanges - SCORE
General overview of APRM From the amended documents to the increase in number of participants in SCOME at APRM to taking SCOME one step ahead in AP region to making new friends who think, walk, talk and live alike. We achieved knowledge on what SCOME is all about and how we can advocate this information when we go back home with our involvement as meaningful as possible. Adding to your knowledge about learning theories and educational strategies with a cherry topping of what a curriculum is and how we can develop it. Which was followed by empowering you in regard to student rights and
how to ask for them. Moving on to how to assess your efforts and evaluate your actions. You are the Human resources for health and your understanding on this in relation to mass resources of each country was necessary and finally we introduced the element of social accountability the most entertained topic under SCOME since past two years. What good was all this information without motivation and drive, which we wholeheartedly discussed by the end of the APRM and provided you the space to talk your heart about your perception on APRM 18 and what you gained in the process.
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General info about SCOME Standing Committee on Medical Education (SCOME) – one of the first IFMSA’s standing committees – brings together medical students who aim at creating and implementing optimal learning environment for medical students and thus affecting medical education quality that leads to better future doctors and improved healthcare globally. Today, SCOME works mainly in medical education capacity building. SCOME provides several platforms and methods to educate medical students worldwide on various medical education issues. Through this knowledge, it empowers them to advocate to be a part of the decision-making chain. SCOME believes in medical students as important stakeholders in creating, developing and implementing medical education systems. The purpose of SCOME is to gather students from all over the world who place interest in playing an active role in their medical education; how to analyze it then advocate it. Making necessary changes according to the need of hour. Our mission is to be the frame in which medical students worldwide contribute to the development of medical education. While you as medical students attain an optimal professional and personal development to reach your full potential as future doctors for better healthcare worldwide, remember, no matter what country you reside – as a medical student – you can create legacy of updated curricula for the generations that follow.
During the RM you have had the opportunity to: • • •
• •
•
•
•
Get to know what SCOME is and what is done at national and international level; Understand different areas you can focus on and work back home in SCOME. Communicate about problems existing in other countries of the region considering Medical Education; How to promote SCOME in your NMO; Learn about advocacy and how to advocate in your NMO, SCOME work, activities and programs; Get to know more about IFMSA Programs streams & SCOME-related ones; Discuss and connect with amazing SCOMEdian from Asia Pacific to start making change in your medical education <3 And lot more
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SCOME Structure IFMSA Director on Medical Education (SCOME Director): Is elected each year by the National Member Organisations at the IFMSA General Assembly in August. She/he coordinates the work that is done by National Officers, project coordinators and other SCOMEdians. The SCOME Director is responsible for the SCOME meetings at the biennial IFMSA General Assemblies. Liaison Officer for Medical Education issues (LOMEi) was established in 2000 to represent IFMSA and SCOME towards international associations in the field of medical education (e.g. World Federation for Medical Education (WFME). The SCOME-D and LOMEi work closely together during the year and at the GAs. Regional Assistants are appointed by the Medical Education Director. The main tasks of the Regional Assistants are to keep in touch with the national SCOMEâ&#x20AC;?groups in their region, provide SCOMEâ&#x20AC;?members of the region with personal and professional support, encourage and assist the development of SCOME in the region,
establish priorities and work on development of a regional plan of action.
the
National Officer on Medical Education (NOME): Each National Member Organization of IFMSA elects a NOME . Her/his task is to coordinate and encourage local or national activities in the respective country. The NOMEs are also responsible for communicating with and reporting to the SCOME Director. NOMEs are recommended to attend the international IFMSA meetings in March and August. At these meetings they network with other NOMEs, exchange ideas and attain new knowledge and motivation to bring back home to the Local and National Committees. Local Officers on Medical Education (LOME) are in charge of local improvement in Medical Education and related activities at the different local medical faculties of a National Member Organisation. They are elected locally and are responsible for tackling local problems. They are advised to form local working groups, whose work they coordinate. The LOMEs communicate with and report to the NOME.
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AGENDA July 1st D1 08:0008:30
July 2nd D2
July 3rd D3
Introduction to SCOME
08:3009:00
Human Resources for Health
09:0009:30
Learning Theories Educational Strategies
and
09:3010:00 10:0010:30
Social Accountability Advocacy in Medical Education
10:3011:00
SCOME OPEN SPACE
11:0011:30
Students’ rights
Motivation Empowerment
11:3012:00
Meaningful Students’ Student Representation
Curriculum development Involvement; Students Empowerment Recruitment'
and
and Debrief and Farewell
12:0012:30 12:3013:00
LUNCH
13:0013:30 13:3014:00
Meaningful Students’ Student Representation
Involvement;
14:0014:30 14:3015:00
Assessment and Evaluation
15:0015:30 15:3016:00 16:0016:30 16:3017:00
JOINT SESSION DAY 1
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SCOME Sessions day 1 overview Time
Topic
8 00 - 8 Introduction 30 SCOME
Time Title to
Introduction
Description Team and Participants
15 mins Icebreaker
Participants stood in a circle and everyone introduced themselves in turns with their name, NMO, any strength or weakness. After this a game was played
15 mins CB in SCOME
TMET, AMET, SA. ( Detailed Overview ppt) (Motivation with benefits of taking one)
10 mins SCOME Programs
All 4 programs detailed Overview - Ppt presentation
10 Activity Enrollment and mins Planning Procedure, Benefits and ideas 10 mins Group Activity 8 30 - Advocacy in 10 30 Medical Education 3045 mins
Presentation on What is Advocacy and what are the key steps of Advocacy, Explanation with a video
Brainstorming on how these sessions we are to conduct would have come into existence and how we are standing there guiding our own peers? Presentation Subtopics : - Advocacy Concept and the Flow/Steps/Cycle -Advocacy within ME Field -Several ME Issues Introduction - Advocacy Plan Development - IFMSA ME Policy Introduction
15 mins Icebreaker
10 30 - Studentsâ&#x20AC;&#x2122; rights 11 30
30 mins SWG & Roleplay
Participants were given real-case scenarios and had to use advocacy strategies to convince Dean within 60 seconds time. They were divided into 4 teams for this activity.
30 mins Group Presentation
Participants were explained about the Art of Persuasion and an activity was conducted to persuade SCOPHeroes for giving their shoes after an (informed) invasion into SCOPH sessions.
15 mins Brainstorming
Participants gave their thoughts and ideas about how SR in their countries looks like and how should it be + comparison between SR in different countries
Brief explanation of the Participants are able to distinguish the SR that are 15 types of SR related to educational process from those related to mins learning environment and facilities SWG & Roleplay 20 mins
Participants were asked to give their own input in two SWGs, one for each type of SR, Group
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presentations 7 min, 1 min each, Participants presented their inputs Questionnaire Questions about the level of satisfaction of the 10 regarding Student participants about SR in their med schools mins Rights 11 30 12 00
10 mins Icebreaker 20 mins What is MSI?
A discussion is opened with everyone sharing their views, an explanation and understanding is developed on the topic.
10 mins Activity Briefing
Activity: Participants are divided into different groups, each group has a different task, one group is being taught by a teacher in a traditional way, other group is given an article on MSI and is allowed to explain it to the participants on flip charts, one group is given a very smart image of explanation of MSI and the fourth group is discussed with and is given an explanation on MSI with examples and support.
20 mins Activity conducted
Help the support group and facilitate the groups.
12 00 1 00 LUNCH 13.00- Meaningful 14.30 Studentsâ&#x20AC;&#x2122; Involvement; Student Representation
30 Presentations mins Results 10 mins Comparison
The group being taught was asked to explain what they learnt regarding MSI, which they clearly had no clue about. The group with an article was asked to come up, they explained alot in too much content and little of image formation, the third group with image explained MSI with comparatively greater success and was even able to engage participants and involve them, the last group came up with an activity, because they were well supported and had enough time to give to ay activity based learning and which involved imagination of participants as well as their logic. A clear distinction was made on how the results could change upon increasing the amount of involvement, and making it meaningful.
Participants were allowed to engage in linking MSI Link of MSI and MSR and MSR from their perspective and they came up 20 with faculty and with points which lay directly in line with the mins administration outcome of the session
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SCOME Sessions day 2 Overview Time
Topic
Time
Title
8 00 - Learning Theories 20 mins Introduction 9 30 and Educational Strategies
Description Four learning styles of Activist, Pragmatist, Theorist, and Reflector were explained and brief explanation about VARK (Visual, Auditory, Read/Write, and Kinaesthetic) was delivered.
20 mins Participants' A discussion on their views about themselves, and where thoughts on LT they adjust themselves as learners. and a small debate 30 mins Group Activities + Participants were divided in groups according to their Presentation respective Learning style and they were asked to give a small presentation on Cooking Spaghetti according to their respective Learning Style. 20 mins Education Strategies Motivation
9 30 - Curriculum 11 30 development
After an insight on learners aspect, the participants were + given an overview of how they will be future teachers/demonstrators and professors and how important it is for them to know educational strategies, which were explained (teaching adult learners, paying special attention to subject and student both and their needs respectively, small group and large group teaching)
15 Discussion of minutes
-1. What is curriculum and curriculum development? 2. 10 questions by R. M. Harden for preparing a curriculum 3.Spices model by R.M. Harden
15 SWG minutes
Participants were asked to rearrange 6 steps approach of curriculum Development and their idea about the arrangement
30 Group minutes Participation
Participants discussed about their country's curriculum
15 SWG minutes
participants were asked to find out a common problem in their curriculum and wrote flipcharts how they can solve it
11 30 - Studentsâ&#x20AC;&#x2122; 15 mins Empowerment in Empowerment of the participants themselves and a 12 empowerment action. simulation of how they can employ empowerment to and recruitment develop mindsets, and motivate someone to be among those who take action. Alongside relate to the knowledge
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they have received thru APRM Day 1 which they can employ in their NMOs now as empowered individuals. 15 mins Recruitment
A general concept of what recruitment is, what does it has to do with students, and why are we bothering with it at undergraduate level/
13.00- Accreditation of 30 mins Presentation 14.00 Medical Schools
Presentation Subtopics : a. Accreditation & Quality Assurance within Medical Education - Concept b. WFME BME Introduction c. IFMSA Policy in Accreditation & QA Introduction d. QA System within Countries?
12 00 - LUNCH 1 00
25 mins Reflection Session 25 Mins Time for Participant to Tell about how the QA System within their Country's Medical Education works 5 mins
Conclusion
Feedback and review.
Assessment and 10 mins Icebreaker Evaluation 14.0020 mins Activity 15.30
Mandala Activity, Mandalas were to Given with pencil colors, it is a 5 min under pressure activity, participants could use any color and make any pattern.
25 mins Session
20 Methods minutes Exercise
Content: -What is Assessment -Purpose of Assessment -Types of Assessment -Assessment Tools/Methods (Small groups exercise) Group Using Mandalas of each other, each participant had to observe and assess the personâ&#x20AC;&#x2122;sâ&#x20AC;&#x2122; qualities out of it.
10 mins Brief overview
On how evaluation and assessment are distinct and both are an important part of our lives as medical students.
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SCOME Sessions day 3 overview Time Topic
Time
8 00 - Human 9 30 Resources Health
Title
Description
10 Icebreaker for minutes 30 SWG minutes
Participants were provided with material (including: cardboard, eraser, elastic bands, long sticks, tooth pics etc..) and they had to make a bicycle which may or may not run.
10 Open Discussion What they learnt by it? minutes 10 Presentation minutes
Presentation subtopic : Data on current situation of Asia in HRH
10 Open discussion Ideas about solving current scarcity of HRH minutes 9 30 - Social 10 30 Accountability
20 mins Introduction and Explanation of the meaning of SA and why is it important important for medical schools definitions In addition to the values of SA, how to achieve them and our role as medical students towards SA 10 mins Introduction to Listing the contents of the toolkit and clarifying the role and the IFMSA SA contribution of IFMSA in the field of SA toolkit 20 mins SA of med Giving examples of the SA assessment in different countries schools including Mexico, Pakistan, Greece and Egypt and how assessment different values can provide a general idea about the situation of the med schools 10 mins Questions Input.
10 30 SCOME - 12 SPACE
OPEN 1 h 30 Small groups mins
11 30 Motivation and 20 mins Opening Empowerment 1200
5 min
Conclusion Wrap-up
and Free space for the participants to ask and share what theyâ&#x20AC;&#x2122;ve learned in the session, to clear their queries as well as incorporate regional similarities from their discussion. Discussion and future prospect and ideas sharing, a simple comparison of each others Medical Education setup. helping each other understand how they can solve challenges in their systems and how they can go about improving themselves, engaging more and preparing themselves as change agents. How important is motivation to initiate anything, and how important is empowerment to execute it. Input from participants, an idea of their motivation by the end of APRM, their self assessment on what they think about how empowered do they feel. & Emphasis on how necessary it is to be and make others Motivated and empowered.
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1 00 - Debrief 2 00 Farewell
and 10 mins Overview
Of all the sessions discussed and topic covered, assurance that all of the material will be available to the participants, hence this very toolkit :)
10 mins Conclusion
This is not the ending, but the beginning of little sparks all around Asia Pacific region.
20 mins Parting Icebreaker
Dance Challenges - Participant took this quite seriously and burnt the dance floor.
20 mins Farewell
Meet, greet and take pictures.
Joint Session with SCOPH Topic: Public Health and Medical Education - The Link In Between. 30 Presentation: mins SCOPH RA 10 mins Icebreaker
by Discussion on what significance Public Health holds for Medical Students Watermelon
How Medical Elaboration on How we students need to be taught the art of dealing 15 Education links with with patients from the beginning of our undergraduate life and how mins Public Health this can impact on our clinical acumen later on.
JOINT SESSION Open space with SCOPH 10 mins discussion
Instructions were given to imagine: Participants had to discuss for amongst themselves the benefits of being taught the skills required to deal with Community in person at undergraduate level.
20 mins Debate
How to go back to your institute and convince your administration/faculty for incorporating into the curriculum the sessions on above explained topics and live sessions with community for practical application of learning.
5 mins Closing
An overview from participants about how useful the session was and will they be able to ask for it.
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Sessions Outcomes and Resources All the resources used on the SCOME Sessions can be found at this Google Drive Folder. Day 1
Session Outcomes
Introduction to SCOME,
Participants got introduced with each other,got the Aqsa, basic concept of SCOME structure, programs and the trainings SCOME provides. • How capacity building plays a significant role in SCOME. • How We can use CB in our own set up to promote SCOME. • For being an advocate we need to understand and know about SCOME , regulations, programs, trainings(TMET, AMET, SA) and strategic plan as well as advocacy skills in Medical Education.
Advocacy Education
in
Students Rights
Facilitated by
Medical Participant understand basic concept of Advocacy, its Khansa, relations with Medical Education, and how to start an Peeyush, Advocacy Plan within Medical School/Medical Education System. Outcomes : Participant can understand about : a. Advocacy Concepts & Cycle b. Advocacy within ME Fields c. IFMSA ME Policies Participant can Identify ME Issue in their community/ME System Participant understand and can start develop an Advocacy Plan to tackle specific ME Issue Learning Outcomes: Abdalla 1. To understand that the situations that we face on a daily basis are related to our health and our rights as a student. 2. To know how we can use our rights to cope with situations related to our health system and our administration. 3. Does your institute has a student led body who is a representative of the voice of all students? 4. Knowing what are the issues the students have to deal with in their daily lives.
Link
INTRO
Advocacy
SR
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Meaningful Students “Meaningful Student Involvement meaning is the Aqsa, Involvement and Students process of engaging Representation students in every facet of the educational process for the purpose of strengthening their commitment to education, community and democracy.” Adam Fletcher 1. Engage students at all grade levels and in all subjects as contributing stakeholders in teaching, learning, and leading in schools. 2. Expand the common expectation of every student to become an active and equal partner in school improvement. 3. Instill a core commitment within all members of the school community to meaningfully involve students as learners, teachers and leaders throughout schools. 4. Provide students and educators with sustainable, responsive, and systemic approaches to engaging all students in school improvement. 5. Validate the experience, perspectives and knowledge of all students through sustainable, powerful and purposeful schooloriented roles. 6. Engage educators as allies and partners to students. 7. Avoid filtering student perspectives, experiences or knowledge with adult interpretations.
MSI
Joint Session with SCOPH: Public Health and Medical Education - The Link In Between.
ME-PH
SCOME lays the path to becoming a competent doctor Aqsa, and how we students have a role in it and SCOPH lays Alex, part in how the community can be affected by our presence and acts. For both the main Key is us Doctors. • We need to realise how we can incorporate such a system in our institutes. • We can either keep on doing projects on a student level. • Or collaborate with our administration or faculty to incorporate such sessions in our curriculum.
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Day 2
Session Outcomes
Facilitated by
Link
Learning Theories 1. Both teaching and learning are enhanced by an Aqsa, and Educational understanding of learning theories and educational Peeyush, Strategies strategies. 2. A learner is an active contributor to the educational system itself. 3. Learners interact actively with curricula, patients and teachers in a complex, changing environment. 4. Learning occurs collectively as well as individually as individuals construct shared knowledge and understanding through their work together.
LT & ES
Curriculum Development
An understanding of what a curriculum is, and how as Sharar, medical students we can play a part in its development. Aqsa 1. Participants understood how a curriculum should be. 2. Participants learnt about different country's curriculum. 3.Participants found out the problems in their curriculum and discussed ideas. about solving them
CD
Student Empowerment and Recruitment
For the students to achieve a mindset which allows them to Abdalla think through and believe they are the change agents is necessary for them to be able to initiate a process by which they motivate, empower and educate each other in this regard. Ultimately reaching a position where your voice has its own worth and your values and attitude gives students the power to speak up and ask for what they need, alongside taking on board the responsibility of recruiting students in the process of decision making.
Discussion space
Accreditation of Session Outcomes : Khansa, Medical Schools - Participant can understand/have basic knowledge about : Aqsa, a. Accreditation & Quality Assurance System within Medical School b. WFME BME Guide c. IFMSA Policy about Accreditation & Quality Assurance - Participant can Identify their A&QA System within their country's MES
Accreditation
Assessment Evaluation
A&E
& This session was not conducted but the expected outcomes Aqsa, were, Peeyush â&#x20AC;˘ Participants understand that assessment is an essential component of Medical Education system. â&#x20AC;˘ Participants understand what assessment itself is and how is it beneficial.
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â&#x20AC;˘ â&#x20AC;˘
Day 3
Session Outcomes
Human Resources Health
Facilitated by
- Participant can understand/have basic knowledge Khansa, for about : Sharar, a. Human Resources for Health Concept b. WHO HRH Guidelines/Documents c. IFMSA Policy about HRH - Participant able to Identify HRH Issue within their country - Participant able to Identify/Brainstorm Solutions for certain HRH Issues
Social Accountability
SCOME SPACE
What is the distinction between assessment and evaluation. Taking on board different techniques of assessment and evaluation.
Social Accountability is the approach towards building Abdalla, engagement between medical students and the Peeyush administration as well as the board they are governed under. 1. We as students need to acknowledge social accountability when we are preparing ourselves for the society. 2. As students we need to realise we have all the right to hold our institutions socially accountable towards us medical students. 3. There is a dire need of this in Asia Pacific region, and the only way forward is the open discussion, elaborate expression and recurrent peer education in this regard.
Link/Resources
WHO HRH Guideline, IFMSA Policy on HRH, HRH
SA
OPEN Participants were divided into Small groups to discuss the Medical Education system in their own countries, their perspective to other countries systems and how each one of them can take on board the challenge of being the change agent.
Aqsa, Abdalla, Khansa, Sharar, Peeyush,
Discussion Space
Motivation and The past cannot be changed, yet the future is in our Empowerment power. If only we realise it. The major work that needs to be put is in our mindset, that is where we begin, we need to set goals and go after them with determination. We can and We will.
Aqsa, Abdalla, Khansa, Sharar, Peeyush,
Discussion Space
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Debrief Farewell
Overview of the sessions and learning from participants. Aqsa, and An account of how they feel the change they have Abdalla, experiences in those three days. Khansa, Sharar, Peeyush,
Flipcharts
How the Outcomes of the session you coordinated will be followed up? Whatsapp group with participants, where they keep updating their future activities with regard to SCOME and keep discussing possibilities and solutions to challenges after their actions from what they learnt and were inspired.
How to keep in touch 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-NOME server: A space just for NOMEs to open and follow discussions, share unique opportunities and start new streams of work. Are you a NOME and are not yet subscribe to the server? Do it today with your official email, sending an empty email to: ifmsa-nome-subscribe@yahoogroups.com
IFMSA SCOME Facebook group: Keep in touch with more than 11900 SCOMEdians from all over the world on the Facebook group by clicking this link.
IFMSA SCOME World of Medical Education: In this public Google Drive folder you can find important documents on medical education. You can access by clicking this link.
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Gallery - Sessions Charts and All of us :) We miss you already and have kept all your memories safely. The Sessions FLIPCHARTS . The Sessions
Some times it only takes one song, one place, one picture to bring back a thousand memories.
List of facilitators Aqsa Shafique, SCOME Regional Assistant, Asia Pacific, TMET, TNT, IFMSA - Pakistan Khansa Khairunnisa Azzahra, Co-NOME of ISMKI, TMET, CIMSA-ISMKI Indonesia Sharar Naiarin Haque, Joint Secretary General of BMSS, Bangladesh Peeyush Malik, TMET, MSAI India Abdullah Al-Khadajy, NOME Assistant, TMET, TNT, ICIT, IFMSA - Iraq
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Total Number of participants: 26 SCOMEDIANS FROM 11 COUNTRIES PARTICIPATED IN SCOME SESSIONS AT APRM 2018 IN SEOUL, KOREA. Including India, Korea, Thailand, Kazakhastan, Malaysia, Phillipines,Tajikistan, Indonesia, Hong Kong, Bangladesh and Sudan.
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SCOME Abbreviations You Should Know IFMSA International Federation of Medical Students’ Associations SCOME Standing Committee on Medical Education SCOME D SCOME Director LME Liaison Officer on Medical Education issues SCOME RA SCOME Regional Assistant NOME National Officer on Medical Education LOME Local Officer on Medical Education NMO National Member Organization RM Regional Meeting NGA National General Assembly GA General Assembly MM March Meeting (GA) AM August Meeting (GA) SWG Small Working Group TMET Training Medical Education Training AMET Advocacy in Medical Education Training SA Social Accountability
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International Federation of Medical Students’ Associations (IFMSA)
Algeria (Le Souk)
El Salvador
Latvia (LaMSA)
Senegal (FNESS)
Argentina (IFMSA-Argentina)
(IFMSA-El Salvador)
Lebanon (LeMSIC)
Serbia (IFMSA-Serbia)
Armenia (AMSP)
Estonia (EstMSA)
Lesotho (LEMSA)
Sierra Leone (SLEMSA)
Aruba (IFMSA-Aruba)
Ethiopia (EMSA)
Libya (LMSA)
Singapore (AMSA-Singapore)
Australia (AMSA)
Fiji (FJMSA)
Lithuania (LiMSA)
Slovakia (SloMSA)
Austria (AMSA)
Finland (FiMSIC)
Luxembourg (ALEM)
Slovenia (SloMSIC)
Azerbaijan (AzerMDS)
France (ANEMF)
Malawi (UMMSA)
South Africa (SAMSA)
Bangladesh (BMSS)
Gambia (UniGaMSA)
Malaysia (SMMAMS)
Spain (IFMSA-Spain)
Belgium (BeMSA)
Georgia (GMSA)
Mali (APS)
Sudan (MedSIN)
Bolivia (IFMSA-Bolivia)
Germany (bvmd)
Malta (MMSA)
Sweden (IFMSA-Sweden)
Bosnia & Herzegovina
Ghana (FGMSA)
Mexico (AMMEF-Mexico)
Switzerland (swimsa)
(BoHeMSA)
Greece (HelMSIC)
Syrian Arab Republic (SMSA)
Bosnia & Herzegovina – Republic
Grenada (IFMSA-Grenada)
Mongolia (MMLA) Montenegro (MoMSIC)
Taiwan - China (FMS)
Morocco (IFMSA-Morocco)
Tajikistan (TJMSA)
Nepal (NMSS)
Thailand (IFMSA-Thailand)
The Netherlands (IFMSA NL)
The Former Yugoslav Republic of
of Srpska (SaMSIC)
Guatemala
Brazil (DENEM)
(IFMSA-Guatemala)
Brazil (IFMSA-Brazil)
Guinea (AEM)
Bulgaria (AMSB)
Guyana (GuMSA)
Burkina Faso (AEM)
Haiti (AHEM)
Burundi (ABEM)
Honduras (IFMSA-Honduras)
Cameroon (CAMSA)
Hungary (HuMSIRC)
Canada (CFMS)
Iceland (IMSA)
Canada – Québec
India (MSAI)
(IFMSA-Québec)
Indonesia (CIMSA-ISMKI)
Catalonia - Spain (AECS)
Iran (IMSA)
Panama (IFMSA-Panama)
Chile (IFMSA-Chile)
Iraq (IFMSA-Iraq)
Paraguay (IFMSA-Paraguay)
China (IFMSA-China)
Iraq – Kurdistan
Peru (IFMSA-Peru)
China – Hong Kong (AMSAHK)
(IFMSA-Kurdistan)
Peru (APEMH)
Colombia (ASCEMCOL)
Ireland (AMSI)
Philippines (AMSA-Philippines)
Costa Rica (ACEM)
Israel (FIMS)
Poland (IFMSA-Poland)
and Northern Ireland (SfGH)
Croatia (CroMSIC)
Italy (SISM)
Portugal (ANEM)
United States of America (AMSA-
Cyprus (CyMSA)
Jamaica (JAMSA)
Qatar (QMSA)
USA)
Czech Republic (IFMSA-CZ)
Japan (IFMSA-Japan)
Republic of Moldova (ASRM)
Uruguay (IFMSA-URU)
Democratic Republic of the
Jordan (IFMSA-Jo)
Romania (FASMR)
Uzbekistan (Phenomenon)
Congo (MSA-DRC)
Kazakhstan (KazMSA)
Russian Federation (HCCM)
Venezuela (FEVESOCEM)
Denmark (IMCC)
Kenya (MSAKE)
Russian Federation – Republic of
Yemen (NAMS)
Dominican Republic (ODEM)
Korea (KMSA)
Tatarstan (TaMSA)
Zambia (ZaMSA)
Ecuador (AEMPPI)
Kosovo - Serbia (KOMS)
Rwanda (MEDSAR)
Egypt (IFMSA-Egypt)
Kuwait (KuMSA)
Saint Lucia (IFMSA-Saint Lucia)
Nicaragua (IFMSA-Nicaragua) Nigeria (NiMSA) Norway (NMSA) Oman (MedSCo) Pakistan (IFMSA-Pakistan) Palestine (IFMSA-Palestine)
Macedonia (MMSA) Tanzania (TaMSA) Togo (AEMP) Trinidad and Tobago (TTMSA) Tunisia (Associa-Med) Turkey (TurkMSIC) Turkey – Northern Cyprus (MSANC) Uganda (FUMSA) Ukraine (UMSA) United Arab Emirates (EMSS) United Kingdom of Great Britain
www.ifmsa.org
medicalstudentsworldwide www.ifmsa.org
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