IFMSA March Meeting 2018 SCOME Sessions Follow-Up Kit
Outline 1. Message from your SCOME Director 2. Message from your Sessions Team 3. SCOME Sessions Agenda and Statistics 4. Sessions resources and outcomes 5. SCOME Regional Sessions 6. Joint Sessions 7. Stay in touch 8. Gallery
1. Message from your SCOME Director Dear SCOMEdians, This past March Meeting 2018 was an experience full of emotions and learnings. A lot of working hours, Online Meetings and research time was invested by the Sessions Team to bring to you 5 days of high quality SCOME Sessions. The 2017/2018 term is a key moment for SCOME. In this year, a lot of changes are implemented in the Standing Committee, including the Strategic Plan 2018-21, the inclusion of new Medical Education workshops, new tools for impact assessment, worldwide activities like the Medical Education System Survey and much more. I want to thank to every participant of the SCOME Sessions, for sharing a small piece of their own countries, medical education systems, cultures and passion towards Medical Education. The work we are doing as medical students in IFMSA and SCOME is what will make a change in our health systems all over the world. Sincerely, Pablo Estrella Director on Medical Education 2017/18
2. Message from the SCOME ST Dearest SCOMEdians, There is nothing better than spending 5 whole days with like-minded SCOMEdians all sharing the same intentions and interests. It is of no doubt that the MM18 sessions in Hurghada were a milestone in SCOME's history with many decisions that will help in reshaping the structure of our committee to the better. We hope that the sessions met your expectations and that you went home with something you will never forget. Thank you for your passion and motivation that has made the sessions possible. You are all a part of something huge, we are all connected. See you in Canada. With Love, Your MM18 Sessions Team Alaa, Anelia, Mindaugas, Jiarui, Catarina, Lina, Matteo, Katerina, Mohamed, Marouane, Ximena and Pablo
3. SCOME Statistics
Sessions
Agenda
and
4. Sessions Outcomes and Resources All the resources used on the SCOME Sessions can be found at this Google Drive Folder.
Day 1
Outcomes
Link
Meaningful Students Involvement, facilitated
The session started with an introduction of the facilitators and the objectives of the session. It was followed by a discussion on the importance of student involvement in medical education and explanation of the concept of the Fletcher Ladder. After that the facilitators divided the participants in Small Working Groups and each one had to discuss the level of involvement they would like to reach and how to do it, followed by a presentation of the outcomes of each SWG. In the end there was a discussion on strategies to make student involvement meaningful.
https://drive.go ogle.com/open ?id=1XZ6iOSxZ Aw5eIqycrQU8 NTsvIURmZiiY
Participants were introduced to the success stories of Lithuania (LiMSA), Canadian and Ecuadorian students and their work strategies for the present results. Everyone took a part in a quiz for the general knowledge of “Learner’s Gaps”, then there was an exercise for the participants divided into small working groups to name the possible gaps in content and also in the learning setting respectively, and then the obstacles medical students may face while trying to fill before mentioned gaps. In the end there was a wrap up discussion for possible solutions.
https://drive.go ogle.com/open ?id=1aZBZRd0 3NfRu8kzfXtVXryv3wO 5BZuX
Participants were introduced to the concept and basis of Global Health Education. There was an exercise on how Global Health is taught in Medical Schools and how would participants like it to be taught. There were a few participants who had GHE in their medical curriculum, mostly as an elective and one within the curriculum. In a SWG discussion the following questions were addressed, i) Would you like GHE to be included into your curriculum, if so why? The participants discussed and came to the conclusion that GHE is very important and should be included in the medical curriculum. Some of them already had it as an elective course or had it mentioned in other subjects. Based on their opinion GHE is important for the students because it gives
https://drive.go ogle.com/open ?id=1hLK0RlhH MzY1Q7Qg711 g7L29uv5HlkX R
by: -
Anelia Zacheva, LOME AMSB Jiarui Xiao, NOME IFMSA-China Ahmed Elshaer, Medical Education Systems Program Representative
Filling the Learner’s Gap, facilitated by: -
Marouane Amzil, SCOME RA EMR Mindaugas Galvosas, NOME LiMSA
Global Health Education, facilitated by: -
Catarina Pais Rodriguez, SCOME RA Europe Alaa Abu Sufyan, SCOME RA Africa Anelia Zacheva, LOME AMSB
Global Health Education, facilitated by: -
Catarina Pais Rodriguez, SCOME RA Europe Alaa Abu Sufyan, SCOME RA Africa Anelia Zacheva, LOME AMSB
them a different perspective and raises their awareness of other diseases that may not be that frequent in their own countries. Some of the participants pointed out that as many of our fellow colleagues will work abroad it is important to have an idea about global health. ii) How would you like GH to be taught ? There was a lively discussion on this, as most students debated on whether it should be a standard or elective course, separate or included in an existing course, taught as lectures or as a community/field experience. Consensus was reached that at the moment GHE should be a part of an existing course eg; Public health course and that field work activities such as electives and abroad attachments must be optional/elective for students to select only according to interest. iii) What role do you see IFMSA & other student organizations can play in GHE? There was an agreement that student organizations play a very important role in improving awareness on this increasingly important matter in a doctor’s training. In terms of IFMSA, we understand that the work we currently have goes on the point of Global Health and there are workshops on Global Health Education. The ‘controversy’ in this discussion was if there should be a policy statement on this matter or should this topic be included upon a revision of the Global Policy on Medical Education or something similar.
Day 2
Outcomes
Link
Human Resources for Health, facilitated by:
There was a presentation the Health Workforce Crisis and IFMSA’s Policy Document proposed at MM. Afterwards there was a SWG discussion about the different aspects of the Health Workforce, as outlined in the policy and on how to advocate or promote activities on them - availability, accessibility, socio economic dimension and quality.
https://drive.go ogle.com/open ?id=15dKC5oNI 0kCKPynFDnk M3Le33shEAP 4I
In this session, the IFMSA LME presented the 2 SCOME-relevant GEFAs of 2017/2018, Social Accountability in Medical Schools and the Overarching Concept of Transformative Learning. Updates on the specific goals, objectives and indicators were shared with members as well as how they can be more involved with the external work.
https://drive.go ogle.com/open ?id=184sV6NM PqloPTDznC6e Ebe40lm8yJI6L
During this session, the invited IFMSA external, Bjorg Palsdottir, CEO of THEnet (who co-developed the Social Accountability Toolkit) presented the work that THEnet is doing with medical school across the
https://drive.go ogle.com/open ?id=1SvmQJCb
-
-
Matteo Cavagnacchi, SCOME General Assistant Catarina Pais Rodriguez, SCOME RA Europe
IFMSA Education
Medical GEFAs,
facilitated by: Katerina Dima, IFMSA LME
Social Accountability, facilitated by Bjorg Palsdottir from THEnet
world and the positive impact that socially accountable medical curricula have had in communities globally. Members had the opportunity to ask questions and share experiences, as well as hear real life successful examples.
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For the second part of the session, the IFMSA LME presented updates on the work done in Social Accountability and a member of the Social Accountability Toolkit Implementation SWG presented the main results from the SA Global Assessment survey.
Day 3
Outcomes
SCOME Strategic Plan 18-21, facilitated by
The first pillars of the Strategic Plan were presented to participants by the IT, and made small discussion and input taking in SWGs.
the SCOME IT 17/18
Programs Session
Link
https://drive.go ogle.com/open ?id=1_bk0Igh3 As well, a general SWOT analysis was made, XTSghO9l4kPa and all this input has been included to the first BgMOSB3pH4 draft of the SCOME Strategic Plan 2018/21. Mw https://drive.go ogle.com/open ?id=1MsyQ8bG VK6DTyOtshR In the case of SCOME related Programs, the 4kfmn6TwIDHV Medical Education System and Teaching xn The program stream session was a new concept in this GA, where participants were able to choose between different IFMSA Programs topics.
Social accountability of medical schools regarding medical skills, facilitated by Ahmed Elshaer, Alan Medical Skills were joined for a common goal Patlรกn and Pablo Estrella. which was Social Accountability (SA) in the
medical curricula and the taught skills. With over 20 participants, the basics of activity management was introduced, as well as the basic concepts of SA. A basic outline for activities to implement SA in their own schools was made by participants. Participants were able to identify the milestones of Social Accountability and how to design an activity to promote it.
Day 4
Outcomes
Link
https://drive.go ogle.com/open SCOME Regulations ?id=1UFtmkFRl Amendments mfGrGbwoCKw SCOME Pleanary The new version of the SCOME Regulations afpfM9vQsai7B This Session developed under the SCOME Plenary, where NOMEs and SCOME representatives discussed and voted upon the amendments proposals. was implemented. You can find it in the link.
This Session developed under the SCOME Plenary during Day 4 and 5. NOMEs and SCOME representatives discussed and voted upon the amendments proposals.
https://drive.google.c om/open?id=1ohdR w40iyPITyevJBIRxgt86p m6oIxt
SCOME Pleanary
The need of a TMET SWG was brought to discussion, and voted as an IT Mandate. You can find the proposal in the second Link.
https://drive.google.c om/open?id=15H4w HCiKyy73lFXMrlQ4E cqaUzQGyE5v
Day 5
Outcomes
Link
The session started with introducing the differences between a group and a team, following with the values for a successful team building. Participants got to know what are the specific team building stages and what are the differences, key points and order of stages. After this, everyone was introduced to the Belbin self-perception test: the purpose, questions and possible outcomes of the test were explained and shown in slides. The following part was about the Motivation and Team Managers: firstly some theory was explained, data of the manager values was presented, following by a game for the participants to see how difficult or easy it was to spot a leader in different teams.
https://drive.go ogle.com/open ?id=1Ph05eYp eK251M3QYbf BS2md77IybQjw
As announced on the 18th of February, the SCOME posters presentation took place at the 5th day of the MM. It focused on helping the NMOs showcase their main achievement and their working systems. Over 25 NMOs participated in the posters presentation and were all evaluated by the same scoring system. The top 5 NMOs were: IFMSA-NL LeSouk-Algeria SloMSA IFMSA-China IFMSA-Jo
https://docs.goo gle.com/docum ent/d/1mpc2DYUMOHjCe wNFRbE9L_TK 4RHom_0Zb2DGEd0xM/e dit
Open space session included 4 sub-sessions as suggested by participants; AMET framework, NOME’s time, SCOME strategic plan and Basic Surgical Skills SWG.
https://docs.google.c om/document/d/13JF yfCCCcD2UvSIzWTr RTvl2oUjPTQ2U0J2 hptPp3s0/edit?usp=s haring
TMET Regulations Amendments
Team and
Management Motivation,
facilitated by: - Jiarui Xiao, NOME IFMSA-China - Mindaugas Galvosas, NOME LiMSA
SCOME Around the World: Posters Presentations. Facilitated by: - Mohamed Badry, NOME Assistant IFMSA-Egypt - Matteo Cavagnacchi, SCOME General Assistant
SCOME Open Space, facilitated by the SCOME Sessions Team and Fleur Zijlstra
5. SCOME Regional Sessions SCOME African Regional Session SCOME African Regional sessions were held over 2 days, attended by 11 participants from 5 different NMO’s with vibrant discussions. The first day revolved over understanding what SCOME is and consolidating attendee’s understanding of Medical education. We also discussed how to activate and scale up SCOME in NMO’s. During the second day, we discussed the activity of SCOME regionally, and participants voted on regional priorities.
SCOME Americas Regional Session Having SCOMEdians from 6 different NMOs, regional SCOME sessions in Americas were focused on the resources available to members related to SCOME and medical education. The main objective of having this session were to promote and motivate members to be active in the SC in their LCs, NMOs and at a regional level. Participants shared information with their NOMEs in other for them to also promote and share every opportunity given by IFMSA.
SCOME Asia-Pacific Regional Session There were 9 participants mainly from 5 countries(China, Kazakhastan, Indonesia, Pakistan and Taiwan). Main Regional Priorities were Mental Health which is going to be a theme event during the APRM. SCOME awareness was highlighted for which the participants and interested members needed to subscribe to NOME and SCOME server, and join Facebook groups. The main focus areas discussed were Social Accountability, Accreditation, Educational System, Assessment and Evaluation. Promotion and motivation were the basic tools used. As an assessment of the Regional Session AP region requires more interaction/communication among the countries of the region. Despite the situational differences this could be beneficial in sharing ideas, activities, events and ways of achieving things in more or less similar setting. Moreover, there is a general need of capacity building which is delivered via TMETs and AMETs. A concept for AP NOMEs in regard to CB is essential to help them be able to capacitate their countries in SCOME itself. Moreover, advocacy is a tool if done in an effective manner would change the whole scenario of the AP region. AP region
needs to learn how to, when and exactly what to do while advocating successfully and meaningfully.
SCOME Eastern Mediterranean Regional Session With the presence of 14 SCOMEdians from different NMOs of our region, participants had the opportunity to network and discuss Medical Education issues within the EMR. The Regional Session aimed to open a discussion about Developing our Curricula through Research, as they could present some examples of Medical Curricular issues they are facing. Through a prior presentation about the steps of curriculum development and formulating a Research question, participants could brainstorm about Research Questions related to Medical Education issues they are facing within their NMOs, as a first step towards providing evidence for their advocacy campaigns.
SCOME European Regional Session European Regional sessions were divided into two parts. The first part was a group discussion on how to move from a project based SCOME to advocacy based and the other way around. Members were invited to share their experiences, their success stories and take on how to bridge this gap. At the end of the first part, we analyzed SCOME in Europe through a SWOT Analysis - main concerns here had to do with member engagement, external and internal recognition and consistency. Afterwards we discussed about how can Medical Education be designed to promote good mental health, avoiding the increasing incidence of stress, burnout and depression amongst medical students.
6. Joint Sessions SCOME/SCORE Joint Session: Research Initiatives for Medical Students: (facilitated by: Ximena Paredes, SCOME RA Americas - Marouane Amzil, SCOME RA EMR - Tarek Turk, SCORP DA - Abderrahmane Adly, SCORE RA EMR) We introduced the importance of medical students involvement in Research for the on different levels; personal, local and international. We emphasized the idea that students can make a difference and conduct research by giving the participants multiple real-life cases where they can intervene through research and provide solutions. For instance, we gave a group of them a case about antibiotics resistance and asked them to propose a solution through research. Afterwards, participants were separated in 2 SWGs where they rotated on 2 flipcharts providing input on each about Research Skills that a medical professional must have, and then the learning settings (formal or non-formal) where a medical student can learn about “Research Knowledge and Skills” and apply them. After they presented their input, we presented additional tips that were missed in their presentations. We then outlined the steps for students to start research initiatives at their local settings, starting with forming a well-structured research question and ending with publishing their results in an international medical journal. At the end we wrapped it all up with a recap highlighting the educational and non-educational activities that students can work on.
SCOME/SCORP Joint Session: Ethics and Human Rights in the Medical Curriculum (facilitated by: Lina Hassanin, SCOME DA - Fleur Zilijstra, NOME IFMSA-NL - Jose Espino, SCORP RA Americas - Tapesh Nagaria, EHRIC SWG Coordinator) The session saw the participation of 12 delegates from across all different regions of the federation. It began with a small introduction of the SCOME/SCORP SWG and its objectives. After an a general introduction on Human Rights and Bioethics, we went on to gather input from the students by dividing them into two groups and asked them question pertaining to the state of bioethics and human rights education in their curricula and why they think it’s important to be included. We also asked for input on which are the educational settings that would fit best into teaching medical students principles of bioethics and human rights, as future medical practitioners.
SCOME/SCOPH Joint Session: Public Health in the Medical Curriculum (facilitated by: Alaa Abu Sufyan Dafallah, SCOME RA Africa - Omnia El Omrani, SCOPH RA EMR - Tarek Ezzine, SCOPH DA) The session was a very vibrant session and saw the participation of 5 delegates representative of the 5 different regions of the federation. Participants were first introduced to the small working group aims and goals, and the shown the results of the survey so far in an interactive quiz. The participants where then shown the preview of the toolkit and input was collected on the toolkit outline. Through discussions, participants gave input as well on recommendations/call of actions to various stakeholders towards promotion of Public health in curriculum. The session was successfully concluded at that note.
7. Stay 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-scomesubscribe@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 11000 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.
The SCOME International Team Position
Name
Contact Information
SCOME Director
Pablo Estrella Porter
scomed@ifmsa.org
LME
Katerina Dima
lme@ifmsa.org
RA Africa
Alaa Abu Sufyan
ra.scome.africa@ifmsa.org
RA Americas
Ximena Paredes Gonzรกlez
ra.scome.americas@ifmsa.org
RA Asia Pacific
Aqsa Shafique
ra.scome.asiapacific@ifmsa.org
RA EMR
Marouane Amzil
ra.scome.emr@ifmsa.org
RA Europe
Catarina Pais Rodrigues
ra.scome.europe@ifmsa.org
General Assistant
Matteo Cavagnacchi
ga.scome@ifmsa.org
Development Assistant
Linah Hassanin
da.scome@ifmsa.org
8. Gallery
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)