The SCOMEdy August 2011

The SCOMEdy The Standing Committee on Medical Education Newsletter AM111st edition

IFMSAwas founded in May 1951 and is run by medical students, for medical students, on a non-profit basis. IFMSA is officially recognised as a non-governmental organisation within the United Nations’ system and has official relations with the World Health Organisation. It is the international forum for medical students, and one of the largest student organisations in the world.

is to offer future physicians a comprehensive introduction to global health issues. Through our programs and opportunities, we develop culturally sensitive students of medicine, intent on influencing the transnational inequalities that shape the health of our planet. Th

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Editor in ChiefIoana Goganau, Romania

Text EditorsMohamed Meshref, EgyptIoana Goganau, Romania

Design/LayoutIoana Goganau, Romania

ProofreadingOmar Safa, EgyptHelena Chapman, Dominican RepublicCaitlyn o’Fallon, New Zeeland

PublisherInternational Federation ofMedical Students’ AssociationsGeneral Secretariat:IFMSA c/o WMA B.P. 6301212 Ferney-Voltaire, FrancePhone: +33 450 404 759Fax: +33 450 405 937Email: [email protected]: www.ifmsa.org

[email protected]

Printed in Romania

CONTENTS:

4 Editorial

5 The future of M.E.

6 SCOME vision, mission and values

8 SCOME in the EMR: Potential, Developments and Challanges

10 In our way to improve medical education. SCOME - The journey so

far in Africa

12 Assessment in Medical Education: An overview

14 Geriatrics without mysteries

14 Laparoscopy workshops

15 Doctors and death - confronting with dying patients

16 The AMEE experience

21 SCOME agenda AM11

23 SCOME International Team 2010-2011

www.ifmsa.org medical students worldwide page 3 www.ifmsa.org medical students worldwide page 2

The SCOMEdy / 1st Edition

Dear reader,

We have come a long way from the beginnings of our organization, 60 years ago, and communication has become easier and easier along the years. The technology today grants us possibilities our predecessors would never have thought of. Instant communication, chats, tweets, groups, websites, all these bring us closer and closer and allow us endless opportuni-ties for collaboration, not only during the meetings, but also be-tween meetings. My first message would be to take advantage of the opportunities we have today to improve communication and collaboration.

However one thing remains the same in communication: you have to want it and actively engage in it. If people want, they can com-municate even with smoke signals, and if they don’t, all the techno-logical wonders are useless. So, my second message is this: be active, opened, listen and share.

None the less, printed word continues to be a powerful tool. Thus it is with great pleasure that I present to you the first printed edition of The SCOMEdy.

Medical education is a challenge itself for each of us. But we all work towards the same goals. We have in the lines of this publica-tion, examples of work in medical education improvement around the world, inspiring stories and great perspectives. It has been a pleasure to work on it and read the articles as I am sure it will also be for you. I would like to thank all the contributors of this magazine for their work and efforts.

Enjoy reading!

Ioana GoganauSCOME Director, 2010-2011

EDITORIAL

The SCOMEdy / 1st Edition


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The future of M.E.From the moment you can talk people start ask-ing you what you would like to become when yougrow up. Although it’s a silly question – how is a primary school child supposed to oversee such alife changing decision? – the answers are usually worth asking. My brother for example changed hismind every other week. And although he was very convincing when he told us he wanted to be anarchaeologist, the subject at school he hated most was history. Nice match.

When you grow older people will continue to ask you the same question. Even though it’s supposedto get easier with age, there’re many students that still don’t have a clue. For medical studentsit’s supposed to be different. You’re studying medi-cine and therefore you will become a specialist.Or...will you?

The biggest challenge of medical education in the 21st Century is improving the alignment betweenthe education of health workers and population health needs. A gap has been developed betweenthe graduates of medical schools and what health-care systems believe they need. Education hasbecome more outcome-based and the main aim seems to be the production of brilliant medicalspecialists. These systems don’t take into ac-count health system’s performance and people’shealth status, while in fact, the outcomes of medi-cal education should vary globally, because of thedifferences in healthcare needs in different parts of the world.

In order to address this call for change within medical education, different organizations arecurrently working on this issue. The World Federa-tion for Medical Education (WFME) for example,launched a project called the ‘Global Role of the Doctor’. They believe that the developmentof outcome-based education mainly depends on the definition of the role of doctor, becauseunderstanding of that role is essential for the devel-opment of assessment measures for the identifiedoutcomes. Medical graduates should be able to

work within a specific healthcare system and theywill have to meet the needs of the communities they serve. The only way to achieve this is to adaptthe outcomes of medical education to the healthcare system and population health needs.

One specific focus point within this project is the social role of doctors, also referred to as socialaccountability. This year, the Global Consensus on Social Accountability has been published and itshould be seen as a landmark for future medi-cal education worldwide. It addresses ten strategicdirections for medical schools to become socially accountable, including responding to current andfuture health needs and challenges in society, re-orienting education and research accordingly andstrengthening governance and partnerships with all stakeholders involved. In order to achieve this,networks and organizations concerning medical edu-cation should collaborate to move this consensusinto action at global level.

Also the World Health Organization con-tributes to this issue, with their initiativecalled ‘Transformative scale up of health profes-sional education’. It aims to increase the quantity,quality and relevance of health professionals to strengthen their impact on population health.Therefore, educational institutions need to reform their curricula and improve the quality and thesocial accountability of graduates.

Medical students can and should play an active role in this change within medical education. Theyshould advocate to being educated as socially ac-countable healthcare professionals. They should be aware of the population health needs and the health care systems they will work in. And only whenthat will be included in their education they will be able to make a well informed decision on whatthey want to become after graduation.

Margot WeggemansMedical student, Utrecht, The NetherlandsSCOMED - 2009-2010LOMEi - 2010-2011

GA, Amsterdam 1968SCOME session


SCOME vision, mission and valuesvision is that medical students attain an optimal professional and personal development to reach their full potential as future doctors for better health care worldwide.

mission is to be the frame in which medical students worldwide contribute to the development of medical education. Students convene in SCOME to share

and learn about medical education in order to improve it as well as benefit the most from it on a personal and professional basis. We support active involvement in education on a individual level encouraging stu-dents to take the initiative and responsibility for their education both curricular and extracurricular, through: seeking educational experiences and opportunities for fur-ther development, participating in extracurricular activities that simultaneously en-rich them and benefit their peers or the community, collaborating with the faculties by forming and expressing informed opinions and providing appropriate feedback in an effort to elicit necessary change, as well as with national and international bodies in order to contribute to global improvement of medical education. We organize projects that promote and provide opportunities and tools for medical students to improve their knowledge and pursue their goals, provide information to students about relevant issues in their education, centralize students’ opinions, facilitate communication with the faculties or other institutions. We seek to promote best evidence medical education practices for efficient deliv-ery, advocate for improvements in faculties, national medical education systems or international guidelines. Through all our joint efforts we work to create sustainable changes around the world, for ourselves as medical students, for the generations to come and for our future patients and our communities who are in fact the final beneficiaries of our education.

values

Responsibility - We take responsibility for our actions and education and act to-wards improving it.

Communication - We exchange experi-ence, knowledge and opinions, and carry out our activities with complete transpar-ency.

Collaboration - We work together to-wards common goals as medical stu-dents and also with other stakeholders.

Engagement - We involve and welcome all medical students in our actions.

Empowerment - We aim to motivate as well as provide the knowledge and skills needed to facilitate the efforts and drive change.

Creativity - We constantly look for new solutions and innovative ideas.

...more on vision, mission, values

VisionWhy do we do it? 2. What do we strive for? 3. How do we envision the future?

The Vision outlines what an organization/structure wants to be, or how it wants the world in which it operates to be. It concentrates on the future. It is a source of inspiration. It provides clear decision-making criteria. As an example of decision-making based on vision - most students would be happier with easier exams, but in the context in which we have the responsibility towards our future patients to provide them with quality health-care we must realize we also have to have standards and quality assurance in medical educa-tion. We have to look for what provides us with the best professional development, and not decide on other criteria, like what is easier. Of course, if we can integrate other benefits for us in our decisions it is even better, but keeping in mind our priorities.

MissionWhat do we do? 2. How do we do it? 3. For whom do we do it?

The Mission defines the fundamental purpose of an or-ganization or an enterprise, succinctly describing why it exists and what it does to achieve its Vision. As a simple explanation we exist to develop medical education in a way that fits and fulfils our vision. We do that in various ways from individual to global level as described more in detail in the mission.

ValuesWhat principles do we base on our work, decision mak-ing, contribution, and interpersonal interaction?

The Values are a set of beliefs that are shared among the stakeholders of an organization. Values drive an organization’s culture and priorities and provide a framework in which deci-sions are made.In this context, decision making refers to the procedure. There are two different sides of the decision making and to generalize, any other activity: the content/topic of the issue and the procedure to do it/decide on it etc. The organizational culture means all the inter-nal procedures and unwritten traditions. Basically in SCOME it can be resumed to: we work together, we are innovative and we welcome others to join us. For example on international level we take the decisions as a group. Those with common interests should collaborate,

but to identify common interests we have first to communicate. We are involved in our educa-tion and try to engage and empower others as well, since we all should be responsible for our education.

Ioana Goganau, Romania, SCOMED 2010-2011

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However, great intentions do not always directly translate to great actions. Problems may arise, projects may be stalled, and some-times we may find ourselves at a roadblock. This is natural and happens to all SCOMEdians around the world. The key is to find the right people to help. Our EMR’s biggest challenge is productive


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SCOME in the EMR: Potential, Developments and Challenges

The Eastern Mediterranean Region (EMR) has been faced with great chal-lenges for a long time. This region has always had a volatile temperament, often related to our status as a portal between the East and the West. Ac-cordingly, many conflicts arise, such as those presently in the media. As medical students, we have learned to cope with these challenges, as actors in the theater say, “The show must go on!”. Medical school is a nonstop freight train whose destination can be elusive to many, especially since local and global opportunities may be scarce.

Despite everything, the EMR SCOMEdians work to make their classmates’ experiences in medicine worthwhile. EMR SCOMEdians feel that it is their responsibility to stand up for their classmates. For those individuals who approach this altruism with skepticism, trust that we are capable due to the nature of our chosen profession. The present time calls for medical stu-dents to rise to the challenge, where we need to be armed with our knowl-edge and the qualities of a great physician and human being.

communication. Noted as a major problem in the past, EMR SCOMEdians meet during regional meetings and general assemblies, interact superbly and promise to maintain contact, but subsequent months prove the absence of communication strategies.

The good news is that we are working on reviving communication among EMR SCOMEdians with new friendships and shared experiences. We are collaborating in national trainings and general assemblies. For example, IFM-SA-Saudi Arabia asked for input from their friends and regional assistants when advertising their national general assembly (NGA) in their region. As one of these described regional assistants, I was also asked to provide an update about the SCOME sessions at the IFMSA-SA NGA:

“SCOMEdians gathered from all parts of the country… Creative, intelligent ideas were shared and discussed in the SCOME sessions and workshops. Our slogan was: ‘Educate, Communicate, Improve.”

In fact, ‘Educate, Communicate, Improve’ are three important tasks that SCOMEdians undertake.

In the EMR, we constantly strive for the best in our countless projects aimed at improving the “life and livelihood” of our fellow medical students. This motto was taken from a SCOME project from LeMSIC Lebanon called the Orientation Initiative.

Finally, I would like to reiterate an important message that I mentioned in the SCOME article recently published in the EMR Newsletter: “Join SCOME, Pay It Forward.” While helping elicit change in your faculty may or may not directly benefit you, it will bring about stronger physi-cians for your country. Imagine this impact on society as a whole!

The practice of Medicine is characterized by the altruism of physi-cians. By participating in SCOME projects, you are truly exemplifying this value in your professional and personal life. This is why we can firmly say that SCOME is characterized by the altruism of the SCOME-dians.

If any SCOMEdian is interested in learning more about the EMR projects, please read the EMR regional presentation given during the SCOME sessions and the minutes of the SCOME SWG in the Regional meeting at MM11. Please feel free to contact me for further informa-tion at [email protected].

Wajiha Jurdi Kheir, Lebanon

SCOME Regional Assistant for Eastern Mediterranean Region, 2010-2011



In our way to improve medical educationSCOME – The journey so far in Africa

Medical education and health:Emerging of new philosophies for the concept of

health denotes that the wheel of development in the health sector is still rocking, although it’s slow, with a lot of disparity and inequity when we take it from a global scope.

Considering the fact that: ‘’Health is inter-sectoral’’ as one of these new philosophies, medical education remains the cornerstone sector in the infrastructure of any health care system.

Where do we stand in Africa? Observational facts:Africa is known to be a part of those worlds that still

suffer from severe shortage in the number of healthcare professionals and sequentially in the providence of even the basic health care services , because the whole situation including ‘’the medical education’’ is between

the gravel of conflicts and the anvil of poverty. However some African countries are starting to cope with the international standards of health.

Most of the African medical students carry the idea of either winning a university scholar-ship or completing their higher education in of the developed countries e.g. North America and Europe, convinced by the fact that the medi-cal education they have received is not good enough, although most of the African countries offers the medical students a unique opportunity for more interactive clinical training in regard to the direct contact with patients. Furthermore they think that the current healthcare systems in their countries are not working effectively. Which contribute in creation of new problems as mi-gration of the African healthcare professionals to other regions, to have their residency, while their countries are in extreme need of them.

In our way to improve medical education in Africa - The international lobby

World Federation of Medical Education (WFME) - In the last Africa regional meeting (ARM) in Nigeria –December 2010, we tried to contact the Association of Medical Schools in Africa (AMSA), which is the regional branch of the (WFME), through our SCOME Liaison of-ficer Margot Weggemens. We asked them to

come to the ARM to present in SCOME sessions about the WFME global standards of medical education with a future plan of lobbying with them, but unfortunately their contact person didn’t respond. But we will keep trying to approach them again.

Federation for Advancement of International Medi-cal Education (FAIMER) - The Foundation for Advance-ment of International Medical Education (FAIMER), is working mainly on the Educational opportunities, research, and data resources that inform health care policies and create sustained improvements in health outcomes.

Africa regional institute is in South Africa (SAFRI) is a two-year fellowship program for health professions faculty who have the potential to improve medical edu-cation at their schools. Approximately 16 fellowships are offered each year. The fellowship is designed to teach education methods, scholarship, and leadership skills, and to develop an active, supportive professional network among educators.

SAFRI (South African FAIMER Institute Fellows)is sponsored by FAIMER, and was established as a vol-untary association in 2008 by 11 contributors. Fellows receive full funding for accommodations, meals, and program costs. International travel costs to and from the residential sessions are not included. By working to advance health professions education in Southern Africa, SAFRI supports FAIMER’s mission of improving global health by improving education.

We didn’t established any contact with SAFRI yet, but we intend to lobby with them in the future days, after coordination with SCOME LO and SCOME D.

SCOME Africa - the challenge is still oursAs African medical students, we believe that im-

proving the healthcare systems is basically in the hands of qualified future doctors, so our vision is’’ to be those who we should be; to face this challenge’’. In another words “how can we improve our medi-cal education; to be qualified enough; to improve our career as well as our healthcare systems”. In hope to get their vision right, the African medical stu-dents started to raise their advocacy through different means e.g. forming local student’s unions, group work,

academic associations, personal approaches, etc.Here SCOME entered the African pitch with its

aim “to achieve excellence in medical education’’ ,this aim matches our African dream, though no doubt that SCOME will be our magical stick; to achieve this (SCOME aim/African dream).

So, what’s the situation of SCOME in Africa? The mere facts

Although I settled in the priority of my plan as SCOME regional assistant for Africa for this term; to have a view on the real status of SCOME in the re-gion; to start the work, but unfortunately having a re-gional database for the African NMOs status regard-ing SCOME is a difficult job; because there is a huge gap in communications with the NOMEs even their NMOs, meanwhile I approach them through their of-ficial as well as personal contacts and I get no enough responses. The problem of communication was made mainly by the lack of internet access in most of the Afri-can countries. So knowing the situation depends mainly on the official reporting, which depends in turn on the NMO participation in the IFMSA general assemblies and Africa regional meetings(ARM) ,which itself is ir-regular ,and in some occasions upon the contact with the respondents (NOMEs and NMO presidents).

Toward a better situationSCOME international team made a great effort by

designing SCOME survey, and the new reporting sys-tem, which intends to reveal the situation of SCOME in the NMOs, the spectra of activities they have and the help we can offer to them. This was crucial for Africa; as it can gives us a more clear view on SCOME Africa and although there is responses, but we are still pro-cessing the results.

According to the IFMSA’s official report of the last August meeting 2010 in Canada, there is 7 NMOs that submitted their report and SCOME is active in all of them. Those are:

1 -Burkina Faso – AEM2 - Burundi – ABEM3 - Ghana – FGMSA4 - Nigeria – NiMSA5 - Rwanda – MEDSAR6 – South Africa –SAMSA7 – Sudan – MedSIN-SudanThis is by far indicating that many African NMOs

are working in SCOME, but there is a problem in shar-ing their work; due to lack of the reporting system and communication.

SCOME Africa successful storiesSome African NMOs represent a SCOME success-

ful story ,taking SCOME MedSIN-Sudan as an exam-ple, they work on all types of activities of SCOME (pro-ject- based and curriculum based) and even more they have their own SCOME manual , and are involved in the transnational projects as ISSH and work on their own national projects e.g. SCOME training center …etc. Also SCOME FGMSA adopted ‘’ breaking the si-lence’’ an official IFSMA project and started to work on it nationally. And am sure there are more stories to be told.

SCOME Africa’s road mapIn SCOME sessions of the ARM 2009 in

Sudan, we started to work on a development kit for SCOME Africa and the facilitator was Margot Weggemens (SCOME director at that time and the current SCOME LO), where we dis-cussed the problems facing SCOMEdians in ini-tiating and promoting SCOME in their NMOs. The last ARM 2010 in Nigeria we continued the discussions and now we are evaluating the pro-gress of the proposed solutions, starting with the problems of reporting, communication and flow of information, which is the key point for the all upcoming actions.

From the last ARM 2010, 2 new NMOs joined SCOME Africa family, they are Sera Lion and Ethiopia, and we have given them the sup-port and the required knowledge and materials they need to establish SCOME.

SCOME journey so far in Africa, despite the obstacles we face, will continue in a new era of enthusiasm and we will keep the advocacy for a better future of health and life in this old, great, rich land of Africa, through the IFMSA and SCOME in particular.

Aymen Abbas Badri, Sudan SCOME Regional Assistant for Africa 2010-2011


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Assessment in Medical Education: An Overview

“Assessment Drives Learning” This classic statement by George E. Miller (1919-1998) encapsulates in a single phrase the central role of assessment in any form of education. Particularly in medical education where the stakes are high, it is impossible to overstate the importance of assessment. Yet, medical schools are some of the most conservative in their choice of as-sessment methods, eschewing the new and embracing the tried and “test-ed” instead.

Traditionally, assessment is viewed as a “necessary evil” in the curriculum — an act that we carry out because we have to. We posit that assessment, properly planned and implemented, has a powerful positive steering effect on learning and the curriculum. It conveys what we value as important and acts as the most cogent motivator of student learning.

All faculties involved in assessing and teaching students must be aware of the profound influence they have on the education of their charges. It is not the marks they give the students that matter but their choice of assessment methods, implementation, monitoring, and, above all, the effort they put into the process that truly determines the outcome of our educational system.

It is the duty of academics involved in assessments to be fully cogni-zant of the instruments available to them as well as the strengths and shortcomings of each. This Practical Guide seeks to give the faculty a better understanding of the principles of assessment, as well as an overview of the assessment methods available.

Purpose Driven AssessmentAssessment, if conducted properly, serves multiple purposes. Some

of the purposes of medical student assessment are: • Todeterminewhetherthelearningobjectivesthataresetapriori

are met • Supportofstudentlearning• Certificationandjudgmentofcompetency• Developmentandevaluationofteachingprograms• Understandingofthelearningprocess• Predictingfutureperformance

(Amin & Khoo, 2004; Newble, 1998)Multiple purposes lead to wide ranging implications. One of these im-

plications is that many stakeholders become interested in the results or data generated from the assessment. The areas of interest among the stakeholders also vary.

What is at stake?In designing and planning assessments, it is critical to keep in mind

the stakes of the assessment. The purpose of the assessment will de-termine the stakes. Generally, formative assessments tend to be low stake, continuous assessments of low or medium stake, and summa-tive assessments of medium to high stake.

The higher the stake is, the greater will be the consequences of the outcome of the assessment. Thus, there is a stronger need to ensure that the assessment is fair, reliable, valid, and properly conducted.

Stakeholders and their questions regarding assessment

Assessment types and their characteristics

References and Further Reading Assessment drives learning, McGuire, C. (1999) George E Miller, MD, 1919-1998, Med. Edu. 33: 312-314. Purpose driven assessment AMIN, Z. & KHOO, H.E. (2003) Overview of Assessment and Evaluation. In: Basics in Medical Education, 251-260 (World Scientific Publishing Company, Singapore). NEWBLE, D. (1998) Assessment. In: Jolly, B. & Rees, L. (eds.) Medical Education in the Millennium, 131-142 (Oxford University Press, Oxford, UK). What is at stake? SHEPARD, E. & GODWIN, J. (2004) Assessments through the learning process, Ques-tion mark White Paper. Question mark Corporation. Web address: http://questionmark.com/us/home.htm

Mohamed Meshref, 2nd year medical student, Tanta university, EgyptOmar Safa, 5th year medical student, Tanta university, Egypt

Examples of useful assessment instruments in low stakes examina-tion include long essay questions and “traditional” long case examina-tion. However, their use in high stakes examination is undesirable, as they tend to lack a high degree of reliability and are inherently prone to marking errors. A better strategy for high stakes examinations would be to replace those with more objective assessment instruments such as multiple short answer questions (in place of long essay questions) and objective structured clinical examination (in place of the traditional long case).

Disregarding financial issues, our simulators are capable of performing the same tasks and exercises requiring manual skills. Doctors and students with experience in field of laparoscopy field are invited to be lecturers and instructors during our workshops.

Our workshops starts multimedia presentation describing the equipment used during laparoscopic surgeries, explains all the possibilities, presents most popular operation (cholecystectomy) in single step by step way. There will be also place for introduction of the future of laparoscopy and its variations like SILS, NOTES, da Vinci, Zeus, Aesop.

After theoretical part we would like to continue with practical exercises during which we will present basic equipment e.g. graspers and scissors, familiarize stu-dents with its usage and basic maneuvers. Then participants will be allowed to prac-tice on training simulators in order to complete several tasks like peg transfer, pattern cutting, placement of ligating loop and suturing. We have no intention to teach how to perform specific procedures step by step but to develop students’ orientation and precision in action.

If you decide that laparoscopy may be the idea created just for you, do not hesitate: there is nothing much more simple than becoming a surgeon – you just have to make one small step!

Doctors and Death – confronted by dying patientsDeath is omnipresent. Even in times of transplantation, chemotherapy and open-heart surgery, there

are diseases we can not cure. As future physicians, we will encounter many patients suffering from chronic diseases and eventually, all of them are going to die.

But how do we deal with dying patients? How do we bear ourselves when faced with the boundaries of modern medicine? And how do cope with losing a patient whose live was placed into our hands?

Questions like these may have crossed the minds of medical students all around the world. They evoke fear or even doubt about our capability to survive as doctors. But even though these questions are essential, they are never addressed in our education.

For that reason we, four medical students from the University of Bern in Switzerland, founded the project Doctors and Death in 2010. Our goal is not to present solutions to the questions above but to address them.

In November of 2010, we organized a series of workshops on a Saturday afternoon, open to medi-cal students of all levels. During the four workshops we had tutors from different vocational fields telling us about their experience with dying patients. Among the tutors were doctors from a palliative center and hospital pastor. He showed us that according to studies from the US, 80% of the patients prefer to talk about spiritual questions with their doctor instead of with a priest. We also got a lot of practical tips on how to communicate with dying patients and how to discern what topics are of importance to them. A psychologist from the Swiss cancer league talked to us about dealing with the family members of those patients. In the

end, we concentrated on our own relationship with death and on how we can cope with the death of a patient personally.

Following the afternoon of workshops, the participants also had the opportunity to take a practical training in a palliative station in order to practise their communication skills and get an insight into this important branch of modern medicine.

The second field of action of our project is at University level where we fight to make palliative care and communication with dying patients a firm component of the curriculum of our University, so that maybe some day our workshops will not be needed anymore. Until then, we go on, the next workshop is planned for November 2011.Rebekka Reber5th year medical student at the University of Berne, [email protected]


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We live in an aging population and the numbers are ruthless. The number of elderly people has tripled over the last 50 years. It is predicted

that by the year 2050, more than 1 in every 5 people throughout the world will be 60 or more. Healthcare system should be prepared to handle this situation so as medical students and future doctors it is our responsibility to man-age this problem in the future. Geriatrics- what is the first association with this word? Boredom…? Nothing much wrong! Local Committee Warsaw of IFMSA-Poland with Geriatric Clinic will try to convince You that teaching geriatrics can be also a great fun!

,,Geriatrics without Mysteries” are innovative workshops that consist of PBL (Problem Based Learning) corre-lated with specific medical cases concerning geriatric issues, diagnosing step by step, discussion and brainstorm. We would like to present the differences between examining older and younger person and what’s more- main problems that occur in communication between doctor and old patient. It is important to get acknowledged how age influences people’s beliefs, opinions and emotions.

The most attractive part of the workshops is a practical part ,,Look with eyes and hear with ears of an old person”. Every participant will be able to become older and see for oneself how it’s like to be. For that part we have prepared glasses with several diopters. While wearing them student has to read a text, for example medical

prescription and ascertain how it’s difficult for short- sighted to read. Then we have stoppers to (not) hear and crutches to move. All of these suppose to help us to feel and understand everyday problems of elderly.

Then students will have the opportunity to meet with a patient from hospital or retirement house, interview and examine him, suggest diagnostics and treatment. It is a great opportunity the use gained knowledge. After that students will meet with the president of polish association ,,Pensioner”- unbelievably active person who will show that being old doesn’t always create limitations to a person. The last part of the workshops is quiz with handbook prize.

Medical student don’t always realize how important is to learn the differences while dealing with elderly patients. These workshops create completely fresh view on teaching geriatrics. We hope that every student will feel more confident and prove that learning geriatrics could bring many satisfaction!

Rapid development of technol-ogy as well as non-invasive diag-nostic and operative techniques gives laparoscopy the status of a

,,golden standard” and gradually replace old, invasive procedures. This is why we have decided to or-ganize ,,Laparoscopy workshops”. This project aims to introduce all medical students to basic information and abilities in a field of laparoscopy, regardless of their future medical specialization. The workshops are scheduled to take place during next academic year in Local Committee Warsaw of IFMSA-Poland.

There are several reasons why we have decided to organize this workshops. First of all, the need to obtain knowledge about the latest technology and basic surgical techniques is inevitable and it is every student’s obligation to be accustomed with latest methods before starting doctor’s career. We do think that it is beneficial for young doctor to be allowed to familiarize himself with laparoscopy during workshops, training on simulators rather than during real surgical procedure as it often takes place during one’s career. Additionally laparoscopy courses are expensive and limited to active doctors only.

Workshops are aimed at medical students who want to introduce themselves to laparoscopy or widen their knowledge, gain several skills or perhaps discover their hidden talents. We would like to offer this workshops to students that are members of Student Scientific Associations with surgical profile such as general surgery, thoracic surgery, pediatric surgery, gynecology and urology. Moreover, we would like to encourage other students, especially those without any career plans to participate and learn about options in operative specialties.

Professional training simulators offered by companies are extremely expensive and not all medical uni-versities can afford them. Additionally, borrowing one for the purpose of training students is in most cases impossible. It is the main reason why we have decided to construct – with low financial expense and mini-mum effort – a simple training simulators which have the same features as the professional ones.

Alicja PrzywózkaMedicall student

IFMSA Poland, [email protected]

Geriatrics without Mysteries“Look with eyes and hear with ears of an old person”

Laparoscopy workshopsOne more step to becoming a surgeon


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The AMEE conference is the highlight of medical education. It usually takes place at the beginning of September each year, marking somehow the beginning of a new academic year.

It brings together more than 2000 professionals and experts in medical and health related education, including teachers, educationists, researchers, administrators. It also brings together a incredible group of students for a great experience and memories that last a life time. The Student Taskforce consists of 25 stu-dents from all parts of the world. The IFMSA Liaison Officer for Medical Education issues, together with the IFMSA and EMSA Medical Ecucation Directors make a selection of all applications received.

In the last five years, the Student Taskforce has assisted session facilitators and participants during the conferences and has been helping out with practical issues and logistics. At the same time, the students get the chance to participate in sessions, contribute as partners and learn a lot of things to take back home. In addition, students have proven to bring essential contribution to the sessions and medical education. They are the experts of their own education and their opinion and input has been very much appreciated. All in all, the Student Taskforce has become a constant part of the conference.

There is also a growing number of students representing their universities coming to the AMEE conferenc-es. They are going back to report what they have learned and bring innovations for their own educational systems. Students also present abstracts and posters on medical education. Since there is hardly a phrase in this conference that does not relate to medical students becoming the doctors of tomorrow, learning, be-ing taught, being evaluated, selected, oriented, mentored, being active, even teaching, it is the most natural thing that the students are also present and well represented at the AMEE conference.

Through the exchange of information, the intense discussions, critical analysis of the current situation and the networking, the AMEE conference fosters improvements and leads change in medical education worldwide. It covers a wide range of topics, some with a strong tradition like ESME courses (Essential Skills in Medical Education) and other that investigate the most recent trends. Very important in the headlines of last year’s conference, AMEE 2010, Glasgow, were topics like progressive curricula, perspectives in education of future doctors, professionalism, e-learning, integrative curricula and interprofessional learning.

In Glasgow, medical students participated in different symposia and presented abstracts on students-run medical education workshops (MEDIK-Ts), on policy statement on the Bologna Declaration, even facilitated full workshops. They chaired and facilitated sessions throughout the conference, and in the end, our past Liaison Officer on Medical Education issues, Robbert Duvivier, presented the students’ view on the confer-ence.

The AMEE Conference is undoubtedly one of the most “educating” and delightful experiences. Through this article we would like to share the AMEE student experience by a series of interviews.

Photo: AMEE Conference, Malaga, Spain, 2009 Photo: AMEE Conference, Malaga, Spain, 2009

Photo: AMEE Conference, Glasgow, UK, 2010

General ImpressionsThe AMEE Conference inspires you from the first moment. From the be-ginning you have the feeling of be-ing part of a great community that for a few days gets to debate, work, talk and half fun with the only pur-pose of achieving a better future for tomorrow´s doctors. You get to fill as if every moment counts for your future, that the things that you are learning there will changeyour daily practice as a student as a physician in the future. You are able to get in contact and discuss with the people that actually make change real in Medical Education. Even more, you get to understand that you, yourself can make a difference. What did you like most?The workshops and discussions are really practical and allow you toparticipate with absolute freedom and interact with the world experts on different topics. The range of different topics you´re able to learn from is really impressive: from quality assurance to continuos professional devel-opment, AMEE conference enables medical students to see that empowering change in Medical Schools is as easy as having the opportunity to have a greater vision of the medical practice. And being part of the student taskforce also al-lows you to discuss all the things you learn by day with “student experts” from all the world. The whole idea of a conference is to exchange your point of view and learn together with others. Working there with such a great time of students is indeed one

important of all to look for new tools and topics to get them back home and explore them.In my case, I would speak of some really specific topics I have been trying to work back home:-The need of a continuos feed-back for every personal/profes-sional project that you embrace yourself on. -Life long learning as a need for future physicians, and the differ-ent models of continuos profes-sional development we are able to find all over the world (Can-MEDS, USA).-Bologna process implications and its implementation in differ-ent countries

of the main factors that keeps you wanting more.How did you use the experience you gained?I would say that the first thing that I gained was a whole new vision on what working on Medical Education means. You would say that being the workshops so spe-cific, the only application you would find to an AMEE conference is a to see how you can use them back home. But I think that is not the point of the AMEE Conference.AMEE Conference has given my the first skills and knowledges that have allowed me to continue my work in Medical Education. The discussions opened in the AMEE, and the experience learnt there must be the first step towards working home in a more practical way. I encourage people to learn all they can there, but most

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Thanks to my attendance to the AMEE Conference I´ve been able to discuss this topics with my School board, in my School Council and with National Council, achieving new (and great) results.For me, it was a really huge experience, and I hope that oth-ers in the future are able to learn and enjoy as much as I did.Thank you student taskforce 2009 ;)Iñigo Noriega, SpainStudent taskforce 2009

General ImpressionsIn few words: a swiss-watch precision in organizing the con-ference, so many open-minded scientists that have the ability to inspire others, performance, excellence, but warm atmos-phere.What did you like most?The opportunity to find out the latest information in Medical Education. After all AMEE is the largest Medical Education Conference in the world.How did you use the experience you gained?

I prepared scientific studies, based upon things heard at the Conference. One was awarded First Prize at an International Medical Student Congress.Flaviu Bodea, RomaniaStudent taskforce 2010

General ImpressionsGreat atmosphere, great people. I met doctors and teachers coming from all other the world to speak about their experi-ences and to learn a lot from themselves and from the train-ers. Everybody really open minded, ready to talk, listen and learn.What did you like most?ESME courses and the pre-conference workshops.How did you use the experience you gained?I used the suggestions and the ideas in new project and pro-posals.THE experience to make!Andrea Scicolone, Italy Student taskforce 2009

General Impressions“INSPIRATION” is one word that can summarize the im-pact that AMEE had on me especially when I attended it as an AMEE student taskforce member. It is both inspiring and rewarding to have the unique chance of being exposed, only in the matter of days, to a wide variety of disciplines in medical education. It is also thought-provoking to learn, from medical education experts, about the status quo of and the challenges facing medical education in different parts of the world. I think the real power that underlies AMEE is its ability

to draw people from all over the world, create a unique atmosphere that is conducive to learning and exchanging experiences and finally translating this exchange into meaningful change that is implement-ed on a local level.What did you like most?I liked most about the very beneficial workshops, ESME courses, and the global networking.How did you use the experience you gained?Attending AMEE highly motivated me to pursue my

contribution to medical education even beyond SCOME. That is why I enrolled for a more professional position in my medical school to help restructure our curriculum. Since then, the workshops I attend in AMEE help me prepare and imple-ment proposals for improvement in my medical school.Fatima Ghaddar, LebanonStudent taskforce, 2009

General ImpressionsA conference open and welcoming to new people. Unlike in

many other scientifici medical fields, the number of students’ present and the activities students’ organised for conference participants allowed me to grow my network and to enjoy high level academic content, charismatic speakers and peo-ple whom infected me with more enthusiasm for the field of medical education.What did you like most?Various great speakers, Social programme organised by stu-dents for all conference participants wishing to attend.How did you use the experience you gained?It’s the AMEE conference in 2005 in which I was a student member of the Local Organising committee, together with the 2005 IFMSA/EMSA Bologna Process workshop, that launched me from being a locally active student into being an internationally active student. Right after the AMEE con-ference, I became a Medical Education Director for EMSA (The European Medical Students’ Association). From this point on my activities sky-rocketted. With what I learned at the AMEE conference, I created the idea for the first inter-national leadership Summer and with the inspiration I got from here and my knowledge of medical education, I cre-ated a Summer School on Parkinson’s Disease for healthcare students and young professionals. I also created an elective course on “Teamwork” and I started development of a “Train the Trainer”-elective course in which we would train medical students to be trainers in “soft skills”.Paul de Roos, The NetherlandsStudent taskforces 2005, 2006, 2007

General ImpressionsTo be a part of student task force was one of the best experi-ences of my life. In AMEE I learnt what is Medical Educa-tion and what role can student have in its’ development. I exchanged my ideas with other persons from diferents coun-tries and understood what they want to improve and what difficulties they have to surpass. Since there I’ve constantly tried to improve medical education in my country.What did you like most?For me the most important thing was the possibility of ex-change ideas with different persons from all over the world. I would point out the strong spirit of unity that existed among the students from all over the world during the five days of intensive work and all the learning that we had the privilege to have.How did you use the experience you gained?My experience in the AMEE allowed me to develop some activities at local level, but also at national level. Since AMEE 2009, I started some projects and I would like to mention two of them. “Dia de Educação Médica” - Medical Educa-tion’s Day, which consist in a small congress that I started in my School. In first edition in 2010 we made a contest of works of medical education for national students, researchers and doctors. On this day we also had 3 sessions, one about stress in medical students, other about simulated clinical situ-ations and another one about master’s thesis. In the second edition, in 2011, we organized two long sessons. One about medical curriculum, and another one about medical carrer.

This small congress had as basis for the sessions themes that I had see in the AMEE 2009, but also in the AMEE 2010 that I attended on-line. The other activity that I would like to talk about is “Tutorias”, which consists in a group of voluntaryolder students thats are responsable for recevied the new stu-dents of my school. The objective is to reduce the stress of the new students by entering in a new world, higher education.Therefore, since AMEE 2009, I started to be more involved in medical education in Portugal and I became a member of the group working in medical education in Portuguese medical student association.José Pedro Águeda, PortugalStudent taskforce 2009

General ImpressionsAn AMEE Conference is a tremendous experience! It is very empowering, may you want to become a teacher yourself, or want to make any change today in your university, bringing back home what your leant from the outside world education.

What did you like most?The diversity of the topics dealt with, in parallel. Eve-ryone can find something they will be interested in ! Often it is hard to decide between two sessions, the one you will attend.How did you use the experience you gained?Education experience gained can help in any IFMSA training, at our level. You also learn a lot about how other countries deal with the medical education is-sues (getting into the university, exams) and hence have a much broader insight to any topic you will be dealing in your NMO or University.Moulin Maxime, FranceStudent taskforces 2009. 2010

General ImpressionsI think that the AMEE conference was incredibly in-spiring. It is easy to take much of medical education for granted. However, when you are hearing talks about the newest cutting edge ideas, it is inspiring and make you want to take what you have learned back to the local level.What did you like most?I feel that AMEE had two incredibly strong points. First, it allows you to interact with students from around the world in a professional setting. It is one thing to meet students at IFMSA events, but it is an en-tirely different and deeper experience to hear them present on their research. Second, you are hearing from some of the world leaders in medical education.How did you use the experience you gained?I feel that I have gained international colleagues that I can collaborate with. I think that the conference also gives you a great “in”, not only in meeting some of the biggest thinkers in med ed, but gives you some credibility when going back to your local level.John BrockmanStudent taskforce 2010

SCOME Agenda 60th IFMSA August Meeting, Copenhagen, Denmark

August 2nd - 9:00-12:30

9:00-9:20 Check-in - Ioana & Margot Brief introduction to SCOME Icebreaker, expectations Ground rules

9:20-10:30 SCOME overview - Ioana SCOME around the world, highlights of activities in NMOs, reports Regional Updates - RAs SCOME policy statements - Margot

10:30-11:00 External session - Stefan Lindgren – World Federation for Medical Education President

11:00-12:15 Project presentations

12:15-12:30 Check-out, day evaluation August 3rd - 9:00-13:00 9:00-9:15 Check-in, energizer

9:15-11:45 Setting up a SCOME activity/ project – parallel session *Common then split then join again 1)Newcomers - Basic principles, types, basic planning and strategies 2)Experienced – work on specific cases Exercises and group activities

11:45-12:00 IFMSA official projects - Nick (PSDD)

12:00-12:15 External session - Nick Shocky – Director, Right to Research Coalition

12:15-12:45 SWG set up, brain-storming, choosing SWG and facilitators

12:45-12:30 Check-out Day evaluation


The SCOMEdy / 1st EditionThe SCOMEdy / 1st Edition The SCOMEdy / 1st Edition

General ImpressionsOverall, the experience was mindblowing. It was my first in-ternational event, as well, which probably helped in giving a good impression.What did you like most?The chance to meet experts from all around the globe that most of the time are possibly “people you read on Journals”. Apart from that, plenary speeches were really inspiring (and, of course, the rest of the students of the taskforce).How did you use the experience you gained?I used it (both the experience and stimulus) for diverse posi-tions related to medical education (both NMO and student representative)On the next NGA (October 2009), I applied for a position as Liaison Officer for the Spanish Medical Education Soci-ety, and Student representative. Then, next year (now), I ap-plied for NOME. This year, we tried to arrange a similar model (a student taskforce) for the SEDEM (Spanish Medical Education Society), but, finally, t is not going to be organ-ized, at least by IFMSA-Spain.I think that the AMEE09 experience was an inflection point in me, and changed my life for the last two years. No joking.Ignacio Morrás, SpainStudent taskforce, 2009

General ImpressionsThe AMEE conference was one of the most eye-opening and inspiring experiences I’ve had in medical education. The conference is full of educators of all levels from around the world, looking for ways to shape the future of medicine.

What did you like most?The fringe sessions are amazing! They are so fascinating and often hilarious, but highlight effective ways to engage and educate physicians-in-training. However, the best part of AMEE is being surrounded by like-minded faculty and stu-dents who are excited to propel medical education forward in new ways.How did you use the experience you gained?The experience inspired me not only to learn more about medical education but to think creatively about education. The AMEE conference helped me to think outside the box anytime I’ve tried to learn or teach new concepts.Matt Stull, USAStudent taskforces 2009, 2010

These testimonials speak for themselves. AMEE conference is one of the most wondeful experiences in medical educa-tion, helping us as students to gain knowledge, to become more motivated and capable to be active partners and con-tributors to medical education improvement worldwide. As IFMSA and SCOME it is a great addition and support to the resources we have in the organization as our greatest assets are the motivation, experience and joint efforts of our members.We welcome all of you to take part in it and get your own personal and wonderfull experience!

Interview by:Ioana Goganau, RomaniaSCOME-D 2010-2011


Ioana GoganauDirector on Medical Education

[email protected]

Margot WeggemansLiaison Officer on Medical Education issues

[email protected]

Aymen Abbas BadriRegional Assistant Africa

[email protected]

Ian PereiraRegional Assistant [email protected]

Fatia MasriatiRegional Assistant Asia-Pacific

[email protected]



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Wajiha Jurdi KheirRegional Assistant EMR

[email protected]

Deyan PopovRegional Assistant Europe

[email protected]

August 4th - 16:30-18:30 - SWGs time - SWG facilitators August 5th - 9:00-12:30

9:00-9:10 Check-in, energizer

9:10-9:30 External Updates - Margot WFME, AMEE, AMEE Conference

9:30-10:00 Presentation of candidates for SCOME-D, LOMEi for term ‘11-’12 Candidate debate and discussions

10:00-12:30 External session joint with SCOPH and SCORP 1)Sir Michael Marmot 2)World Health Organization representative 3) International Council of Nurses Topics: social determinants of health, healthcare access, neces sary interventions in medical education, interprofessionalism. August 6th - 9:00-13:00

9:00-9:10 Check-in, energizer

9:10-11:30 Training - Advocacy 11:30-12:40 Outcomes and plans

Presentation and discussion of SWG results SWG facilitators Follow-up plans Large group discussion

12:40-13:00 Check-out - Ioana Final evaluation Group photo

Algeria (Le Souk)Argentina (IFMSA-Argentina)

Armenia (AMSP)Australia (AMSA)

Austria (AMSA)Azerbaijan (AzerMDS)

Bahrain (IFMSA-BH)Bangladesh (BMSS)

Bolivia (IFMSA Bolivia)Bosnia and Herzegovina (BoHeMSA)

Bosnia and Herzegovina - Rep. of Srpska (SaMSIC)Brazil (DENEM)

Brazil (IFMSA Brazil)Bulgaria (AMSB)

Burkina Faso (AEM)Burundi (ABEM)

Canada (CFMS)Canada-Quebec (IFMSA-Quebec)

Catalonia - Spain (AECS)Chile (IFMSA-Chile)

China (IFMSA-China)Colombia (ASCEMCOL)

Costa Rica (ACEM)Croatia (CroMSIC)

Czech Republic (IFMSA CZ)Denmark (IMCC)

Ecuador (IFMSA-Ecuador)Egypt (EMSA)

Egypt (IFMSA-Egypt)El Salvador (IFMSA El Salvador)

Estonia (EstMSA)Ethiopia (EMSA)Finland (FiMSIC)France (ANEMF)

Georgia (GYMU)Germany (BVMD)Ghana (FGMSA)

Greece (HelMSIC)Grenada (IFMSA-Grenada)

Hong Kong (AMSAHK)Hungary (HuMSIRC)

Iceland (IMSIC)Indonesia (CIMSA-ISMKI)

Iran (IFMSA-Iran)Israel (FIMS)Italy (SISM)

Jamaica (JAMSA)Japan (IFMSA-Japan)

Jordan (IFMSA-Jo)Kenya (MSAKE)

Korea (KMSA)Kurdistan - Iraq (IFMSA-Kurdistan/Iraq)

Kuwait (KuMSA)Kyrgyzstan (MSPA Kyrgyzstan)Latvia (LaMSA Latvia)Lebanon (LeMSIC)Libya (LMSA)Lithuania (LiMSA)Luxembourg (ALEM)Malaysia (SMAMMS)Malta (MMSA)Mexico (IFMSA-Mexico)Mongolia (MMLA)Montenegro (MoMSIC Montenegro)Mozambique (IFMSA-Mozambique)Nepal (NMSS)New Zealand (NZMSA)Nigeria (NiMSA)Norway (NMSA)Oman (SQU-MSG)Pakistan (IFMSA-Pakistan)Palestine (IFMSA-Palestine)Panama (IFMSA-Panama)Paraguay (IFMSA-Paraguay)Peru (APEMH)Peru (IFMSA Peru)Philippines (AMSA-Philippines)Poland (IFMSA-Poland)Portugal (PorMSIC)Romania (FASMR)Russian Federation (HCCM)Rwanda (MEDSAR)Saudi Arabia (IFMSA-Saudi Arabia)Serbia (IFMSA-Serbia)Slovakia (SloMSA)Slovenia (SloMSIC)South Africa (SAMSA)Spain (IFMSA-Spain)Sudan (MedSIN-Sudan)Sweden (IFMSA-Sweden)Switzerland (SwiMSA)Taiwan (IFMSA-Taiwan)Tatarstan-Russia (TaMSA-Tatarstan)Thailand (IFMSA-Thailand)The former Yugoslav Republic of Macedonia (MMSA-Macedonia)The Netherlands (IFMSA-The Netherlands)Tunisia (ASSOCIA-MED)Turkey (TurkMSIC)Uganda (FUMSA)United Arab Emirates (EMSS)United Kingdom of Great Britain and Northern Ireland (Medsin-UK)United States of America (AMSA-USA)Venezuela (FEVESOCEM)

www.ifmsa.orgmedical students worldwide

Documents

The SCOMEdy August 2011