NMO Report MM18 SCOME Index 1. Introduction 2. Summary of the General results 3. Regional Results a. Africa b. Americas c. Asia Pacific d. EMR e. Europe
1. Introduction Dear SCOMEdians of the World,
We are extremely proud to present to you the results of the SCOME Mid Term NMO Report 2018.In the next few pages, you will find a quick overview of the Global responses, followed by a specific analysis for each Region.
We are overwhelmed by the huge response this Report had and we hope this result will help all of us, IT and SCOME lovers, to make our Standing Committee better with our work.
With the utmost gratitude and love,
The SCOME International Team
2. Summary of the general results NMOs that filled the survey 127
SCOME in your NMO is working in which kind of student representation activities? ● Workshops/activities to compliment students education 76% ●
Student empowerment 54%
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Student advocacy 46%
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Curricular changes 37%
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Policy Making 18%
1. SCOME Manual 2. NOME Manual 3. Social Accountability Manual 4. IFMSA Policy Documents 5. Never used any 6. Others On a scale from 1 to 10 how do you evaluate the development of SCOME in your NMO? Average: 6.57/10
3. Regional results
Africa 21 NMOs Overview of SCOME in the region SCOME in the african region is active in 13NMO’s. Although it is somehow widely spread, there is a limitation in capacity building and the scope of work that NOMEs can do/are doing to mainly activity based on student empowerment and workshops that complement education (eg: BLS) with only few advocacy oriented work mainly due to lack of recognition by the authorities/deanship and other medical education bodies. NOMEs also lack a holistic understanding of what SCOME at regional and international level is, so mainly their work is local/national as student representatives. Capacity building, motivation and empowerment of NOMEs and members is essential.
Main strengths -
Motivation from members to participate/get involved.
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Structured and established SCOME offices in almost 60% of NMO’s
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More than 60% of NMO’s have rated SCOME activities 5 out of 10 or more.
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NMOs have used/seen IFMSA documents like the SCOME manual
Main weaknesses/challenges -
Lack of capacity building
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Lack of recognition and student involvement by bodies like deanship and Medical Associations
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Lack of general knowledge on IFMSA as reflected by the low representation of NOMEs in IFMSA meetings
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Low level of enrollment of activities in IFMSA programs < 50%
What is expected from the IT -
Webinars, online meetings on SCOME topics
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Sharing of resources, toolkits, and manuals.
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Translation of some toolkits into french
Americas 29 NMOs Overview of SCOME in the region SCOME in the Americas has a great potential, most NMOs are focusing on two areas that are Advocacy for improvements in Medical Education and Projects focused on complementing Medical Education. The arising NMOs in the region are growing in general, and also including SCOME in their work areas; motivation, empowerment and participation are the most important aspects developed in the region. Main strengths -
Motivation from members to get involved
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Amount of interesting workshops/activities related to non formal education
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Empowerment and advocacy of students towards Medical Education
Main weaknesses/challenges -
Lack of support from universities
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Fundraising/Financial issues, lack of financial support from universities
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Lack of general knowledge about IFMSA
What is expected from the IT -
Follow up of trainers
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Guidance into knowledge about IFMSA
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Sharing resources to work with
Asia Pacific 15 NMOs Overview of SCOME in the region There is a fear associated with SCOME in Asia Pacific. Students feel it is faculty and administration oriented and indulgence in this could result in personal loss in connection with their relationship with teachers. Mostly understanding of SCOME begins from Stress Management to BLS to Surgical Skills Workshops and behavioural sciences topics. Sessions regarding curriculum development, accreditation, transformative learning are all mere theoretical ideas. Students tend to follow other standing committees due to the apparent diversity in projects and work platforms on local and national levels. Furthermore those who are interested have little knowledge on major aspects of SCOME. They need guidance from scratch and the time and contact for it to seep in and give them basic understanding to be bold enough to advocate SCOME passionately. Main strengths -
Students have the potential and tendency to indulge more in the activities SCOME offers given that their fear is alleviated.
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Under right guidance their motivation can be directed to outcomes never achieved.
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Boldness and the will to make things happen.
Main weaknesses/challenges -
The attitude of not needing guidance from anyone.
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Lack of responsiveness.
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Lack of initiative.
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Academics are more important priority, i.e. focus is on studies all the time due to strict institutional environment.
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Apprehension towards the consequences of their actions.
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Lack of enough examples who have succeeded in managing to get documented work done.
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Lack of documentation.
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Different start and end months of the terms.
What is expected from the IT -
Help activate the NOMEs.
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Help increase responsiveness.
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Devise a strategy to convey the content and message in a way that NOMEs want to indulge.
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Bring SCOME love here as well.
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Collaboration with other Regions which i do know will be meager unless we make the NOMEs active.
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Toolkit on SCOME programs.
EMR 14 NMOs Overview of SCOME in the region NMOs in the Eastern Mediterranean Region are very active in SCOME. NOMEs are doing a tremendous work regarding engaging members in their respective projects and Medical Education Systems, whether through organizing educational activities or advocating for changes in their medical curricula. As small our region is, it lives in diversity of its SCOME orientations, approaches and experiences, and this gives a great potential of further intraregional collaboration. Main strengths -
50% of the EMR NMOs have conducted each at least more than 10 activities during the past year
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50% of the EMR NMOs have enrolled their activities to IFMSA Programs
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Diversity in SCOME Activities focus areas (educational activities vs advocacy and students empowerment)
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57,1% of the NMOs have at least hosted a TMET during the past 2 years.
Main weaknesses/challenges -
Lack of externalsâ&#x20AC;&#x2122; support (government - medical universities - Medical Education related organizations...)
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Capacity building and members motivation
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NMO under establishment process and authorizations issues
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Fundraising
What is expected from the IT -
Publicizing more international opportunities
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Update TMET Resources
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More individual meetings
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WEBINARS
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Specific Toolkits
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Prepare the next term's NOME
Europe 48 NMOs Overview of SCOME in the region The European region is a very diverse region and our NMOs have very different levels of development and involvement when it comes to SCOME. Out of the 48 NMOs we have 39 who are active in SCOME. The NMOs are mainly focused on workshops and activities to complement the medical curriculum, though some have an impressive level of involvement in advocacy actions towards national curricular changes. Main issue they face is member involvement and establishing their advocacy activity. Main strengths -
Structured and established SCOME activities
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Focused and hardworking National Officers
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Some NMOs are really involved in policy making and the discussions of medical curriculum
Main weaknesses/challenges -
Members recruitment and involvement
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Different student representation organizations
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Establishing SCOME activity
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Lack of interest/knowledge in SCOME at an international level
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Problems related to handover or not assuring a succe ssor
What is expected from the IT -
Promote online meetings and cooperations between NOMEs
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Share toolkits, manuals and other useful resources
Algeria (Le Souk)
Latvia (LaMSA)
Senegal (FNESS)
Argentina (IFMSA-Argentina)
El Salvador (IFMSA-El Salvador)
Lebanon (LeMSIC)
Serbia (IFMSA-Serbia)
Armenia (AMSP)
Estonia (EstMSA)
Lesotho (LEMSA)
Sierra Leone (SLEMSA)
Australia (AMSA)
Ethiopia (EMSA)
Libya (LMSA)
Singapore (AMSA-Singapore)
Austria (AMSA)
Fiji (FJMSA)
Lithuania (LiMSA)
Slovakia (SloMSA)
Azerbaijan (AzerMDS)
Finland (FiMSIC)
Luxembourg (ALEM)
Slovenia (SloMSIC)
Bangladesh (BMSS)
France (ANEMF)
Malawi (UMMSA)
South Africa (SAMSA)
Belgium (BeMSA)
Gambia (UniGaMSA)
Mali (APS)
Spain (IFMSA-Spain)
Bolivia (IFMSA-Bolivia)
Georgia (GMSA)
Malta (MMSA)
Sudan (MedSIN)
Bosnia & Herzegovina (BoHeMSA)
Germany (bvmd)
Mexico (IFMSA-Mexico)
Sweden (IFMSA-Sweden)
Mongolia (MMLA)
Switzerland (swimsa)
Montenegro (MoMSIC)
Syrian Arab Republic (SMSA)
Morocco (IFMSA-Morocco)
Taiwan - China (FMS)
Namibia (MESANA)
Thailand (IFMSA-Thailand)
Nepal (NMSS) The Netherlands (IFMSA NL)
The Former Yugoslav Republic of Macedonia (MMSA)
Nicaragua (IFMSA-Nicaragua)
Tanzania (TaMSA)
Nigeria (NiMSA)
Togo (AEMP)
Norway (NMSA)
Trinidad and Tobago (TTMSA)
Oman (MedSCo)
Tunisia (Associa-Med)
Bosnia & Herzegovina – Republic of Srpska (SaMSIC) Brazil (DENEM)
Ghana (FGMSA) Greece (HelMSIC) Grenada (IFMSA-Grenada)
Brazil (IFMSA-Brazil)
Guatemala (IFMSA-Guatemala)
Bulgaria (AMSB)
Guinea (AEM)
Burkina Faso (AEM)
Guyana (GuMSA)
Burundi (ABEM)
Haiti (AHEM)
Cameroon (CAMSA)
Honduras (IFMSA-Honduras)
Canada (CFMS)
Hungary (HuMSIRC)
Canada – Québec (IFMSA-Québec)
Iceland (IMSA) India (MSAI)
Pakistan (IFMSA-Pakistan)
Turkey (TurkMSIC)
Catalonia - Spain (AECS)
Indonesia (CIMSA-ISMKI)
Palestine (IFMSA-Palestine)
Chile (IFMSA-Chile)
Iran (IMSA)
Panama (IFMSA-Panama)
Turkey – Northern Cyprus (MSANC)
China (IFMSA-China)
Iraq (IFMSA-Iraq)
Paraguay (IFMSA-Paraguay)
Uganda (FUMSA)
China – Hong Kong (AMSAHK)
Iraq – Kurdistan (IFMSA-Kurdistan)
Peru (IFMSA-Peru)
Ukraine (UMSA)
Peru (APEMH)
United Arab Emirates (EMSS)
Colombia (ASCEMCOL)
Ireland (AMSI)
Philippines (AMSA-Philippines)
Costa Rica (ACEM)
Israel (FIMS)
Poland (IFMSA-Poland)
Croatia (CroMSIC)
Italy (SISM)
Portugal (ANEM)
United Kingdom of Great Britain and Northern Ireland (SfGH)
Cyprus (CyMSA)
Jamaica (JAMSA)
Qatar (QMSA)
Czech Republic (IFMSA-CZ)
Japan (IFMSA-Japan)
Republic of Moldova (ASRM)
United States of America (AMSA-USA)
Democratic Republic of the Congo (MSA-DRC)
Jordan (IFMSA-Jo)
Romania (FASMR)
Uruguay (IFMSA-URU)
Kazakhstan (KazMSA)
Russian Federation (HCCM)
Uzbekistan (Phenomenon)
Denmark (IMCC)
Kenya (MSAKE)
Venezuela (FEVESOCEM)
Dominican Republic (ODEM)
Korea (KMSA)
Russian Federation – Republic of Tatarstan (TaMSA)
Ecuador (AEMPPI)
Kosovo - Serbia (KOMS)
Rwanda (MEDSAR)
Zambia (ZaMSA)
Egypt (IFMSA-Egypt)
Kuwait (KuMSA)
Saint Lucia (IFMSA-Saint Lucia)
Zimbabwe (ZiMSA)
www.ifmsa.org
medical students worldwide
Yemen (NAMS)