SCORA Sessions MM16 Follow-up Kit

Follow-up Kit

Standing Committee on Sexual and Reproductive Health including HIV/AIDS (SCORA) Sessions March Meeting 2016, Malta www.ifmsa.org

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Contents !

Message from the SCORA Director

2

About IFMSA

3

About IFMSA General Assemblies

3

About SCORA

4

SCORA International Team

6

SCORA Sessions Team

7

SCORA Sessions Agenda

7

Day 1 (March 3th)

8

Day 2 (March 4th)

18

Day 3 (March 5th)

27

SCORA Activities Fair

38

Day 5 (March 7th)

40

Regional Sessions

52

Small Working Groups

62

Joint Sessions

70

Closure and General Evaluation

79

Appendix

82

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Message

from the

SCOra

Director

Dear SCORAngels, It’s a pleasure for me to present to you all the MM16 SCORA Sessions Follow-up Kit. In this long document you will find everything that happened during the past General Assembly in Malta, I believe it’s a great resource whether you attended the SCORA Sessions or not to stay informed on the current status of our wonderful standing committee.

It is essential for the SCORA International Team and Sessions Team, that everything we worked so hard on is then put on a silver plate for the members to enjoy and use back at their home countries.

Therefore, in this document you will find the following relevant point: •

Day by day content of the SCORA Sessions

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Evaluation results

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Joint Sessions

•

Standing Committee themed Trainings

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General evaluation of the sessions

We tried to make this document as comprehensive as possible, but that at the same time reflected in a detailed way the SCORA Sessions and the outputs we got from them. Throughout the report you will also find the resources we used, the materials such as presentations or videos, and a lot of pictures taken during that wonderful week in Malta. Please, note that many of the minutes represent the participants’ opinions, and therefore should be read with an open and non judgemental mind. Also, at the end of the document you will find the main action points agreed upon the members of the International Team which will shape the upcoming initiatives we’ll push forwards.

Regarding the Evaluation and Feedback present here, we collected it from the end of the March Meeting through a google form, which was answered by thirty-nine people. We added the average for each evaluated session as well as the general feedback we received.

Hope you enjoy the report and see you soon somewhere in the world :)

Carles Pericas SCORA Director 2015-2016

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ABOUT

IFMSA

The

International

Federation

of

Medical

Students’

Associations (IFMSA), founded in 1951, is one of the world’s oldest and largest student-run organizations. It represents, connects and engages every day with medical students from 124 National Member Organizations (NMO) in 116 countries around the globe.

Our work is divided in four main global health areas: public health, sexual and reproductive health, medical education, human rights and peace. Each year, we organize over 13,000 clinical and research exchanges programs for our students to explore innovations in medicine, healthcare systems and healthcare delivery in other settings.

IFMSA brings people together to exchange, discuss and initiate projects to create a healthier world. It trains its members to give them the skills and resources needed to be health leaders. It advocates for

the pressing issues that matter to us to shape the world we want. And it does deliver: our projects, our campaigns and our activities positively impact the physicians-to be, the communities they serve, as well as the health systems around the world in which they practice as a trainee and eventually a medical doctor.

ABOUT

IFMSA

General Assemblies

The IFMSA has two General Assemblies (GAs) every year. At the IFMSA August Meeting (AM) and at the March Meeting (MM), medical students from all over the globe get together and work as a team to share ideas and push forward initiatives. General Assemblies are the core meeting of our Federation, since we vote for the Officials to lead us in the upcoming year, sign exchange contracts, get trainings to improve our skills, learn about a specific topic during theme events, work in small working groups and present our own or hear about others people’s activities. Having two GAs on a yearly bases helps us with turnover & continuity and ensures that the Federation works

smoothly. Some GAs are smaller or bigger in terms of number of participants, but on average you can find between 500-1000 medical students at a GA representing countries from all continents. A lot of things can happen during GAs, many of us find ourselves returning home with new perspectives on global health, loads of materials to start working with, life -long friendships, arranged collaboration with other NMO/s, new skills and the memory of the best 7 days of your life.

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ABOUT Scora

The Standing Committee on Sexual and Reproductive Health including HIV/AIDS was formed in 1992, driven by a strong will to take an active part in interventions concerning HIV and sexually transmitted infections (STIs) and to support people living with HIV/AIDS through working to decrease stigma and discrimination. It constitutes one out of the six Standing Committees of the International

Federation of Medical Students’ Associations, which serve as the Body of all Medical Students worldwide.

SCORA, with a large number of members- SCORAngels as they are called, has grown wide in its work, centered around five focus areas strongly related to Sexual and Reproductive Health and Rights. In 2014, the name of SCORA changed from Standing Committee on Reproductive Health including AIDS to Standing Committee on Sexual and Reproductive Health including HIV/AIDS as it is more adequate in terms of topics and problems that SCORA is targeting in its actions.

Objectives ! To raise awareness on topics related to HIV/AIDS, and sexual and reproductive health. ! To decrease the stigma and discrimination against people living with HIV/AIDS. ! To raise awareness and increase knowledge about facts, scientific research, global agreements and

documents concerning sexual and reproductive health. ! Promote positive sexuality and a healthy sexual life. ! Advocating for policies concerning sexual and reproductive health and represent medical students

worldwide. ! Collaborate and facilitate joint actions concerning medical education, public health and human rights. ! Provide tools for capacity building for future healthcare professionals in terms of sexual and

reproductive health and rights.

Vision

SCORA envisions a world where every individual is empowered to exercise their sexual and reproductive health rights equally, free from stigma and discrimination.

To provide our members with the tools necessary to advocate for sexual and

Mission

reproductive health and rights within their respective communities in a culturally respected fashion, this has been accomplished through building the skills and

the knowledge about providing trainings on Comprehensive Sexuality Education, other respective reproductive health issues, exchanging ideas and projects, as well as drafting policies and working with our external partners in order to create change in local, regional and international level.

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Focus Areas & Programs!

Almost three years ago, SCORA was the first Standing Committee to

clearly carry through a consultation within the members and identify the main priorities they would base their actions on. We called these priorities our focus areas. Since the day they were approved, they have metamorphosed and changed throughout the years, but the core and essence of our actions has been the same. With the IFMSA reform and the implementation of the Programs, we were finally able to officially represent the Focus Areas (FA) as clear IFMSA streams of action. Below you can find the name and a brief explanation of each FA/Program as well as the appointed coordinators that take care of the enrolment of activities and impact report: ! Comprehensive Sexuality Education:

SCORA is highly committed to raise awareness about sexual and reproductive health through education. We have great experience in training new peer educators through International Peer Education Trainings and Advanced Peer Education Trainings. A great network of peer educators is working together organizing regional Sexual Education conferences.

Sanam Seyedan - p.cse@ifmsa.org • Maternal Health and Access to Safe Abortion:

Our aim is to raise awareness among our members about maternal and newborn health issues including family planning, access to antenatal care and ending stigma and discrimination towards abortion collaborating with our external partners, Medical Students for Choice and Ipas to train medical students as advocates for access to safe abortion.

Vikar Singh - p.maternalhealth@ifmsa.org ! Sexuality and Gender Identity: IFMSA is promoting positive sexuality and is one of the first youth organizations officially committed, by accepting Policy Statement to end stigma and discrimination in access to healthcare of LGBT+ individuals.

Beatriz Julieta Blanco Rojas - sexualitygender@ifmsa.org ! Gender Based Violence: SCORAngels are committed to fight against violence including Female Genital Mutilation (FGM), sexual harassment and domestic violence. We are cooperating with the Standing Committee on Human Rights and Peace (SCORP) on actions to end human trafficking conducting sessions during our regional and international meetings.

Safiya Dhanani - gbv@ifmsa.org

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! HIV/AIDS and other STIs: IFMSA is part of The PACT, which is a coalition of youth organizations working to end the AIDS epidemic in the Post-2015 Agenda. We are collaborating with Y+, the Global Network of Young People Living with HIV/AIDS to conduct campaigns for the most important SCORA International Days: World AIDS Day on December 1st and International AIDS Candlelight Memorial Day (third Sunday of May).

Ahmed Taha - p.hivaidssti@ifmsa.org

SCORA

TEAM

Carles Pericas Escalé SCORA Director

Michalina Dreza Liaison Officer for Sexual and Reproductive Health Issues including HIV/AIDS

Oluwatoyosi Afolabi

Carlos Andrés Acosta Casas

Fahim Abrar Hossain

SCORA Regional Assistant

SCORA Regional Assistant

SCORA Regional Assistant

for Africa

for the Americas

for Asia Pacific

Sarah Elsayed

Anna Zahlut

--COMING SOON--

SCORA Regional Assistant

SCORA Regional Assistant

SCORA Development

for EMR

for Europe

Assistant

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SCORA Sessions

TEAM

Amine Chachia

Karim Sallam

Vivian Chen

(Associa-Med-Tunisia)

(IFMSA-Egypt)

(FMS-Taiwan)

Jack Fletcher

Lisa Schulte

Eman Hassan

Joelle Reid

(AMSA-Austria)

(IFMSA-Egypt)

(FUMSA-Uganda)

(Medsin-UK)

Support Person

Support Person !

Scora

Sessions

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Day

ONE SCORA Intro

Session Facilitator Content

Carles Pericas (SCORA Director) Objectives For new participants to get an idea on what SCORA is, the way it works and who are involved internationally. This session also served as an icebreaker so the participants could get to know each other better.

Session’s Debrief This was the first session of the March Meeting, and as explained in the Objectives, it serves as an introduction to every new person on what SCORA is. We started with an introduction on the main points of the agenda, followed by a presentation of the SCORA International Team, SCORA Sessions Team and SCORA in General. The sessions had a warm welcome in the form of a Speed Dating energizer as well as with the SCORA Surprise, a video in which the three former SCORA Directors encouraged the participants to learn and to make the most out of the General Assembly.

Minutes Presentation •

We went through what SCORA is, its vision and mission, the SCORA Focus Areas and how they are represented by Programs.

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Micha gave a brief overview on the externals we are working with (she will elaborate on that the second day).

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Introduction of the Session Team

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Content

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Introduction of the SCORA International Team

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Carles explained that we’d have a 40 minutes session dedicated exclusively to the different SCORA X-Changes happening this year.

Ground Rules: Carles facilitated the establishment of the norms that we have to follow for the rest of the week whenever we are in the SCORA Room. The list included the typical rules like turning off your phone, using the silent hand and always smiling.

Another old friend also reappeared: “What happens in SCORA stays in SCORA.” SCORA Surprise: A video with three previous SCORA Directors is shown to everyone.

Desi, Joe and Micha (former S`CORA-Ds) tried to motivate new SCORAngels.

Speed Dating: The members stood up into two circles, the small one in the middle of the bigger one. Each circle then had to rotate and participants had to talk to the person in front of them, answering to questions that Carlos, the facilitator asked.

Resources

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SCORA 101 Presentation: https://drive.google.com/open?id=0B7Px49e9sZ27bVcwQnhpTmpkR0E

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SCORA Regulations: https://drive.google.com/file/d/0B7Px49e9sZ27X1lEUE9JTWxVM1E/view?usp=sh aring

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SCORA Annual Working Plan (2015-16): https://drive.google.com/file/d/0B-N1DTKUQhNeaWg4LWlDVzdzMXc/view?usp= sharing

Evaluation

Average Score: 4.41/5 Feedback: The general feedback of this session (as backed up by the score) was really positive, pointing out how dynamic and involving it was for the participants. Some of the criticism was directed towards the fact that it took too long and that we could have managed the time in a better way, but at the same time acknowledges that it was important to have this during the first day. We are definitely shortening it for the next General Assembly, since some of the time we used for the introduction could be invested on more relevant subjects.

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Strategic

Plan Facilitator Content

Elissa (LeMSIC-Lebanon), Joelle (FUMSA-Uganda) Objectives To show participants the amount of work that the Small Working Group on SCORA Strategic Plan is doing and what kind of document we are aiming at creating.

Session’s Debrief Elissa and Joelle put up a presentation to illustrate how is the SWG on the Strategic Plan going. They accurately presented the objectives and timeline of the SWG focusing on its main goal, which is creating a document that serves as a long-term perspective and guideline for the Standing Committee.

Minutes SWG Presentation: Elissa and Joelle covered every step of the process so far and the way forward.

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Why are we having a renewal/new strategic plan? What is a Strategic Plan for the IFMSA?

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Who are the members of the SWG? What are their functions?

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Timeline of the important goals set for the SWG

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SWOT (Strengths, Weaknesses, Opportunities, Threats) analysis

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Identification of Goals

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Identification of SMART objectives based on the Goals

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Revision of the Old Strategic Plan

Questions •

C1: Was the old strategic plan based on content or specific goals? Is there any way we can take a look at it?

A1: The old SP has a structure based on priority areas, goals, objectives (specific) and indicators.

A2: There is a document, generally it is not shared but we could share it if you would like to have access to it.

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Resources

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Strategic Plan PowerPoint Presentation: https://drive.google.com/open?id=0B7Px49e9sZ27OTdObEgtT2Z0VlE

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Old Strategic Plan (2012-2015): https://drive.google.com/file/d/0B7Px49e9sZ27eno4M3FMYU5CWk0/view?usp=s haring

Pre-ga

RECAP Facilitator Content

Carlos Acosta (SCORA RA for the Americas), Bea Blanco (Program Coordinator for SGI), Katja Cehovin (SloMSIC-Slovenia), Sharaff Boborakhimov (External from Y-Peer) Objectives To provide the members with a brief introduction of the workshops that took place during the Pre General Assembly. Both the IPET and the Women’s and Adolescents’ Reproductive Health and Safe Abortion Workshop are cornerstones of our capacity building, and presenting them to the participants can encourage them to attend upcoming editions of these trainings.

Introduction to the Workshops IPET: The International Peer Education Training (IPET) is an International Federation of Medical Students’ Associations (IFMSA) training that targets medical students who would like to develop their skills as peer educators, especially having in mind international cooperation for Comprehensive Sexuality Education (CSE). The IPET aims to empower medical students to further develop their skills in communication and group dynamics while exploring values, attitudes and knowledge in the field of sexual and reproductive health and youth programming in the field of prevention and health promotion.

Generally, the training is focused on how to approach adolescents, as well as putting special attention to hard-to-reach youth. For this reason we are providing theatre education techniques and internationally recognized and standardized communication and public speaking skills. This educational program is focused on developing skills,

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intercultural exchange, and building cooperation of medical students worldwide in the field of sexual and reproductive health and rights (SRHR) and peer education.

Women’s and Adolescents’ Reproductive Health and Safe Abortion: This workshop is part of the IFMSA and Ipas strategy on women’s and adolescents’ reproductive health and safe abortion, a collective effort from both organizations that aims to increase IFMSA members' awareness, experiences, and ability to effectively advocate for women’s and adolescent’s reproductive health, especially safe abortion.

The focus of this workshop is to advance the development of a network of safe abortion advocates within the federation. The training covers several related topics; for example: human, sexual and reproductive rights, abortion laws and policies, barriers to access care (including stigma), safe abortion methods, and identification and referral of women with abortion-related complications. The curriculum also includes information and activities on values clarification for abortion attitude transformation, as well as youth participation and leadership. Participants will be expected to lead sessions from the curriculum and to take an active role in material delivery; additionally they will receive training on basic principles of training, peer education and adult learning.

Minutes IPET Recap: Bea, Katja, and Sharaf presented the happenings of this PreGA’s IPET and what the main activities and outcomes of the training were. Some participants expressed gratitude and shared their experiences through the training.

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Katja explained what IPET is and how they collaborated with the Ipas people.

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Bea gave an overview of topics like how to speak in public, project management, soft skills, and theatre based methods. She showed pictures of the fun they had and one with Carles as a vibrator. Then she gave the floor to members so they could explain how they felt.

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C1: I learned more than I expected and really enjoyed it.

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C2: We basically lived together for 3 days and got really close.

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C3: We started as SCORA friends but now we are a SCORA family.

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Katja: We really had an opportunity to share experiences and influence each other to learn more.

Ipas Recap: Carlos hosted a “talk show” for participants to express themselves about the training and they all finished with a song that resulted from the sessions.

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C1: The Ipas training represented for me an opportunity to talk about maternal

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Content

health, access to safe abortion and all the experiences that compose the wider picture.

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C2: It was really great to learn about different opinions and on how accepting them.

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C3: I learned that abortion is a woman’s right and that in many countries it is illegal or has many barriers.

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All together, they sang a Taylor Swift style song about abortion being safe and accessible without judgment.

If anyone is interested in running these workshops in their NMO, please don’t hesitate to contact the IT as soon as possible.

Resources

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Ipas Song Video: https://drive.google.com/open?id=0B7Px49e9sZ27NV95TFUyTU1jS1k

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Youth Act Toolkit: http://www.ipas.org/en/Resources/Ipas%20Publications/Youth-act-for-safe-aborti on-A-training-guide-for-future-health-professionals.aspx

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IPET Survival Kit: https://drive.google.com/file/d/0B7Px49e9sZ27YlJWSGVnSTYzSGc/view?usp=s haring

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SCORA X-Change Pepe (AECS-Catalonia), Bea (Program Coordinator for SGI), Laia (AECS-Catalonia), Facilitator

Carmine (SISM-Italy), Gonçalo (PORmsic-Portugal), Bahzed (AssociaMed-Tunisia), Marina (IFMSA-Spain), Mert (TurkMsic-Turkey), Paulina (IFMSA-Poland), Irakoze (Medsar-Rwanda), Carles (SCORA Director)

Content

Objectives The main aims of this sessions were to present the different SCORA XChange Programs to the members and enable a space for the coordinators to promote them.

Session’s Debrief SCORA XChange Hosts presented their accepted programs for the participants to know more about the modalities, fees, focus and activities to be held. Most of the programs are to be done in this summer. Carles presented the SCORA XChange for Nigeria, whose coordinators unfortunately couldn’t attend the GA.

Resources

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Information of the Exchanges can be found in the following Google Drive folder: https://drive.google.com/open?id=0B7Px49e9sZ27ZURCVldReHFac2s

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Family

Planning And its relation to the SDGS Facilitator Content

Michalina Drejza (LRA), Sharaff Boborakhimov (External from Y-Peer) Objectives •

Have a small discussion on the current trends within policies around Family Planning (FP2020) and possibilities for NMOs to join the international actions.

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Discuss Goal 3 indicator for Universal Access to Sexual and Reproductive Health in the context of family planning.

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Recap from International Conference on Family Planning and youth movement participation.

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Share country perspectives and build pledges on access to Family Planning services.

Session’s Debrief Michalina and Sharaf introduce what is the 2030 agenda, what are the new SDGs, why did they replace the MDGs and what is the role of SRHR and defending women’s rights in this context. The session is centered on the LRA’s experience and the empowerment of participants to compose the 2030 generation.

Minutes •

Q1: What are SDGs? C1: SDGs are updated goals that were reconsidered and reviewed after we reached the MDGs.

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Q2: What is family planning?

C1: Condoms C2: Abortion C3: Family Planning is understood as all measures/strategies/activities taken into account before having a baby.

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A video is shown to explain the Sustainable Development Goals by the UN Development Programme.

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Content

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Micha talked about her experience of the SDGs being adopted in Sept 2015 and what IFMSA is doing to be part of the input.

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After this, the participants split into 6 groups to discuss 2 questions in 10 minutes.

1.

Question 1: What do you do in your NMO about family planning? Share your experience.

2.

Question 2: What do you think the IFMSA could be doing more of?

Outputs of Each Group •

G1: Comprehensive Sexuality Education (CSE) for youth and cooperation with the government and health centres as well as condom distribution. We think that the IFMSA should have a data collection system to find countries where help is needed the most and target them in a more appropriate way.

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G2: We think that the IFMSA can help by performing peer education and continue its partnerships with governments and other organisations.

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G3: We do activities that evidence how religion affects access to abortion. We think the IFMSA can stress peer education, have more advocacy that is evidence based and different programmes that are regionally inclusive.

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G4: We think the IFMSA can give resources to NMOs and provide even more trainings. We need help to get access to condoms for free or at a lower cost.

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G5: Illegality and Illiteracy are huge barriers in our realities that don’t allow the performance of activities related to family planning. The IFMSA can invest in advocacy and education, collaborate with doctors to increase scientific knowledge, CSE in schools in all NMOs, and encourage more research.

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G6: Poverty is a barrier that needs to be tackled to be able to discuss this topic.

We encourage the IFMSA to produce advocacy campaigns and trainings on a regional level.

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Content

Summary Micha summarised and stressed the point of going back to the NMOs and help the poorest to implement the SDGs. Some participants stepped up to share their achievements •

C1: Rwanda is now able to do CSE in schools.

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C2: Taiwan is really active in schools and doing well.

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C3: Sudan has many issues but has a project called “by choice not by chance” that tackles the illegality of maternal choices.

Resources

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UNDP Video: https://www.youtube.com/watch?v=5_hLuEui6ww

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Universal Access to Reproductive Health (UNFPA): http://www.unfpa.org/publications/universal-access-reproductive-health-progressand-challenges

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Contraceptives and Condoms for Family Planning and STI/HIV Prevention: http://www.unfpa.org/publications/contraceptives-and-condoms-family-planning-a nd-stihiv-prevention-external-procurement-0

Evaluation

Average Score: 3.91/5 Feedback: Participants remarked the importance of discussing this topic, which is gaining a lot of traction in the international sphere and applauded the energy of the facilitator. However, they felt that the discussion was really rushed and that for instance, it would’ve been better to leave aside some of the videos and provide more ground for discussion.

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Day

TWO Sexual orientation &

Gender

IDENTITY Facilitator Content

Carlos Acosta (SCORA RA for the Americas), Jack Fletcher (Medsin-UK) Objectives •

Raise awareness amongst medical students to recognise violation of LGBT rights from the build up of curricula to treatment by medical teams.

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Enhance inclusive strategies utilizing comprehensive sexuality education to provide members of the LGBTQI community with the most inclusive and needs adapted patient care.

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Note relations of gender identity and sexuality as social determinants of health.

Session’s Debrief •

The session started with an introduction to sexuality and gender identity: the facilitators also sought for the definition of sexuality among the public through a Q&A (the methodologies used where: genderbread cookie and cioccolato).

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After that and a brief introduction on what the LGBT+ letters meant, we moved to the next part. The members divided into groups and had to explore the health needs of each “letter”. They had to do so while addressing Universal Health Access, Universal Health Coverage and Stigma & Discrimination from Health Professionals & Providers.

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Later on, there were some mentions on the international advocacy efforts that take

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Content

into account sexual orientation and gender identity in a global scale.

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The facilitators also provided the participants with ways of addressing one’s sexual expression, tackling topics that people didn’t understand at the beginning, such as pansexual, demisexual, two spirit or gender fluid.

Outcomes Members were divided into groups to address the specific LGBTI health needs by covering each letter individually. The outcomes of the discussions are a reflection of the thoughts all members had, it was done this way so we could oversee in which areas of health can non heterosexual and non cisgender people be neglected or even mistreated.

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Lesbian: Pregnancy, IVF, support to tackle discrimination, STI prevention, breast cancer, NCDs, appropriate gynaecological examination, depression, anxiety, intimate partner violence.

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Gay: STI treatment and prevention, recommend other community resources, advice on safe sex practices, healthy relationships.

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Bisexual: STI prevention, avoid gynaecological violence by providing trainings, sexual education, mental wellbeing ,social acceptance.

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Transgender: Psychological counseling to face discrimination, screening tests, medical follow-up on the hormonal treatment (if any).

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Intersex: Avoid having surgeries without consent or depending on the parents’ or physician’s opinions.

Resources

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Yogyakarta Principles: http://www.yogyakartaprinciples.org/principles_en.htm

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Resources on the topics covered: http://pai.org/newsletters/anti-lgbtq-laws-are-uncharted-territory-for-srhr-advocates/

http://www.glma.org/_data/n_0001/resources/live/top%2010%20forbisexuals.pdf http://www.glma.org/_data/n_0001/resources/live/top%2010%20forGayMen.pdf http://www.glma.org/_data/n_0001/resources/live/Top%2010%20forlesbians.pdf Evaluation

Average Score: 4.02/5 Feedback: Most of the people appreciated positively the topic and the way it was dealt with, especially the final message. The background documents and resources that Carlos used for the preparations were noticed and deemed as one of the positive sides of the session. The main concerns were on the readiness of some facilitators and the depth of the session itself, which some found that only scratched the surface.

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News in the

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SRHR

World Facilitator Content

Michalina Drejza (LRA) Objectives •

To inform participants about the most important high-level processes going on in SRHR advocacy (FP2020, CPD platform, HIV/AIDS movements and others that we are taking active participation in).

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To present some of the interesting research outcomes going on around SRHR.

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To increase the visibility of the SCORA external representation among the members.

Session’s Debrief The session consisted on a presentation explaining everything that the IFMSA has been involved in externally related to SCORA. Micha, the facilitator, did a couple of quizzes in the middle of it as a debrief to ensure the most adequate comprehension of what she was explaining. She mostly tackled the SCORA focus areas and which partners that we have cover them.

Minutes HIV and Other STIs •

The PACT: Coalition of Youth Organizations working on the HIV and AIDS field

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UNAIDS: The Joint United Nations Programme on HIV and AIDS

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GYCA: Global Youth Coalition on HIV and AIDS

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Y+: Global network of young people living with HIV

Comprehensive Sexuality Education •

Y-Peer: UNFPA’s network of Peer Education

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UNESCO: UN Educational, Scientific and Cultural Organization

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Content

Maternal Health and Access to Safe Abortion •

Ipas: International Organization that works on women’s SRHR

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FIGO: International Federation of Gynaecologists and Obstetricians

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PMNCH: The partnership for maternal, newborn & child health

Sexuality and Gender Identity •

Choice for youth and sexuality

Gender Based Violence •

Harassmap: Egypt based organization that fights sexual harassment in the streets.

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UN WOMEN

Upcoming Meetings: UN Commission on the Status of Women and UN Commission on Population Development in New York, International AIDS Conference 2016.

Resources

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News in the SRHR World Presentation: https://drive.google.com/file/d/0B7Px49e9sZ27TDROd1ZoRTlZRWM/view?usp=s haring

Evaluation

Average Score: 3.86/5 Feedback: People seemed to enjoy getting an overview of the externals we work with as well as of the advocacy opportunities. The dynamic way it was done was also remarked as something positive. Some of the suggestions were directed towards the fact that it’s good to know what happens, but would be better to know how to get involved specifically.

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GENDER based

Violence Advanced session Facilitator Content

Anna Zahlut (SCORA RA for Europe) Amine Chachia (AssociaMed-Tunisia) Objectives •

Clear up the definition of gender based violence.

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Brainstorm on the different types of gender based violence.

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Identify the determinants and triggers of gender based violence and explore how GBV relates to potential mental health problems

•

Understand how to face GBV in Healthcare settings through the exploration of a case study.

Session’s Debrief The session started with a brainstorming on the different types of gender based violence that exist. After that, the members were split into groups and each one of them had to identify determinants under different categories. Finally, the facilitators wrapped up the session with a case study and different questions that aimed to explore how GBV is faced in healthcare settings.

Minutes Forms of Gender Based Violence: Physical, sexual harassment, verbal abuse, FGM, psychological, oppression, stalking, human trafficking, forced marriage, child marriage, cross-aged marriage, domestic violence, neglect, limited access to education, assisted violence, limited civil rights, rape/non consensual sex (incl. within a relationship), slut-shaming, salary/position disparities, economic violence, restricted access to healthcare, objectification, female infanticide (sex specific abortion), threats, emotional violence, isolation.

Determinants •

Society:

Gender

roles,

“Like

a

Girl”,

Limited

access

to

education,

under-representation of women in history, politics or media, lower salary pay compared to men, objectification and portrayal of submission, victim blaming, slut-shaming in mainstream media, positioning men as economically privileged.

•

Culture: Machismo, gender roles, religion, everyday sexism, coping mechanism, economic inequality, pornography culture, lad culture, under-representation.

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Content

•

Relationship: Family organization, male domination, parents’ model, slut-shaming, no family support.

•

Individual Perpetrator: Lack of laws, lack of education, vocational isolation, minority status, socioeconomic dependence, patriarchal value systems, mental illness,

individual

background,

experiencing

abuse/

witnessing

abuse,

misinterpretation of religion, peer pressure.

Case Report Questions and Answers •

Represent the escalation of violence with Rhonda 1.

Neglect > sleeping around > physical abuse > taking advantage of her love (manipulation) > attempted murder > irreversible physical, psychological, social, and economic damage.

2.

Not resolving issues > no communication > verbal harassment > physical violence > armed violence.

3.

•

•

Emotional > physical > sexual > economical.

How does GBV affect all aspects of Rhonda’s life and women in general?

1.

Irreversible physical, psychological, social, and economic damage.

2.

Dependence, isolation, depression.

How do healthcare professionals play an important role to respond against GBV? 1.

Detect and report GBV, emotional, and psychosocial support, referring, special lists, advocacy.

2.

Noticing & reporting, consultation (perhaps the first person the victim turns to).

3.

•

Dare to ask, HCP should be trained to see the first signs.

What are the barriers to an effective healthcare response to GBV? 1.

Not a priority, fear, lack of access, cultural values, misinterpretation of religions, lack of knowledge, “privacy” of marriage.

2.

Lack of education, early-age marriage, male dominance in the marriage, psychological and physical dependency

3.

Stigma, isolation, dependency (kids, money), not realizing that she is a victim.

Resources

•

Health care for women subjected to intimate partner violence: http://apps.who.int/iris/bitstream/10665/136101/1/WHO_RHR_14.26_eng.pdf?ua =1

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Resources

•

Resources on the topics covered: http://www.health-genderviolence.org/programming-for-integration-of-gbv-within-h ealth-system/what-can-health-professional-so-to-tackle--0 http://www.unfpa.org/gender-based-violence

•

Case Report: https://docs.google.com/document/d/1nneoqavkxxiFOjpvlXz7C8a8kWsaqJDlKID OPfdI62o/edit?usp=sharing

Evaluation

Average Score: 4.05/5

GENERAL session Facilitator Content

Carlos Acosta (SCORA RA for Americas), Eman Hassan (IFMSA-Egypt) Objectives •

Give an initial debrief of what gender based violence is and how it can accept a public health system or concept.

•

Facilitate a space for primary questions from participants and try to resolve them by regional inclusive strategies.

•

Discuss women's rights and their role within sexual and reproductive health, nurturing the students’ knowledge and advocacy skills.

Session’s Debrief The facilitators started the session with a brief introduction on what violence is and then moved specifically into gender based violence by watching an illustrative video. Later on, participants were divided into regional groups to discuss social factors that lead to GBV and common terms used that prolong its effect in society.

Minutes Video on Domestic Violence in Australia •

Comments: It is a good representation of how GBV starts from childhood and is imposed by the society. GBV is present in school, e.g., when they described girls as pretty and allow only boys to play football. This affects the children’s career choice in the future. People were surprised to relate to the video so strongly.

Social Factors of GBV and Terms Used to Prolong its Effect (divided by regions) •

Africa (Sudan & South Africa): Illiteracy of women. Adultery, alcohol and drug abuse, and polygamy of men. Men earn the money and have control over it.

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Content

Boys are preferred over girls. Interpretation of religion. “Control your woman” •

Asia-Pacific: Media objectifies women. The persisting mindset of masculinity (be strong and superior) and femininity (be soft). Philosophical theories focus on “men having women in the home to have a stable society”. Gender stereotypes in career choices. Government has gendered application forms for universities.

Brides are expected to pay for the all wedding expenses.

•

Europe: Everyday stereotypes like “are you on your period” and “boys don’t cry”.

Males dominate sports. A lot more nudity of women than men in films.

Discriminative job welfares based on gender.

•

EMR: Women can’t work. Social pressure at school and work adds to society’s perspective on gender roles. Polygamy can add to domestic violence. Lack of laws protecting women. “Check your genitalia” and “check your boobies”.

•

Americas: Doctors are sometimes the perpetrators of GBV. Women are expected to be warriors and independent, to take care of themselves and the house. They are also expected to be attractive according to their culture and to change their appearance to meet those expectations (even when they don’t find it comfortable).

Catcalling is common. Comments like “you’re too pretty to be a doctor.” In medicine, men are expected to pursue more “active” specialties, e.g., emergency medicine, and women more “laid-back” ones, e.g., dermatology.

Summary of Different Types of GBV: Carlos gave a summary of the different types of ways that sustain GBV in a social context: historical implementation, religion based, racism and anthropological development.

•

C1: Laws to empower women are needed.

•

C2: Advocacy and education on these issues are needed.

•

C3: To achieve equality, you need to empower women.

•

C4: We need to help women accept themselves as who they are, rather than based on social norms.

Female Genital Mutilation (FGM): Eman explained what FGM is, the different types, and the philosophy behind it.

•

C1: Education is the key so that people know FGM is bad for their health.

•

C2: Sudan has a project to increase awareness of peers about FGM. It will be presented at the SCORA activities fair.

•

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C3: We also have to tackle the culture. It’s tricky to have someone not from the

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Content

same culture to help change people’s minds. People can be close-minded to ideas imposed upon them.

Resources

•

C4: We need to tackle women performing GBV against other women, too.

•

C5: Feminism is a big movement in Brazil and a growing fight.

•

Presentation: https://drive.google.com/file/d/0B7Px49e9sZ27OTBNLXY2cjBkUnM/view?usp=sh aring

•

Resources on the topics covered: http://www.apa.org/topics/violence/index.aspx http://www.who.int/violenceprevention/approach/definition/en/ http://www.unhcr.org/4e1d5aba9.pdf http://www.cdc.gov/violenceprevention/

Evaluation

Average Score: 4.58/5

General Feedback of the Gender Based Violence: The sessions were mostly well received, but the main comments were on the advanced level, which even though they found really well planned and founded on solid data, was not as advanced as some members anticipated. For the next time that we develop parallel sessions on GBV, it may be better to have specific topics for each one instead of having one “general” and one “advanced”.

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Day Three

SCORA Debates Objectives •

Exercise participant’s debating skills and argumentation mechanisms for a specific point of view.

•

Enable participants to understand different points of view and demonstrate tolerance towards them under pressured circumstances.

•

Have more information about the topics being discussed like SGI, Surrogate Motherhood and HIV Disclosure.

Session’s Debrief Participants were able to look to information prepared by the session’s team to know more about the debate’s topics. There were documents and bibliography to show general information of the topic and the social discussion point of being in favor or against the statements.

Facilitators gave a brief introduction to the statements, the legal and social discussion and created the debate rules. Then separated the group into two, having one in favour and one against the statement.

The methodology of the debate was the following: •

Initial arguments: Each side needs to come up with three arguments in a short amount of time.

•

Speakers’ list #1

•

Speakers’ list #2

•

Final speakers’ list

•

Conclusion

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The following ground rules were also established: •

Respect the speakers.

•

No point is a bad point.

•

Don’t take comments personally.

•

Be objective.

•

Don’t raise your voice.

Statement 1 “People by law should state their sex as male or female in their IDs regardless of their gender identity.”

Facilitator Content

(1): Carlos Acosta (SCORA RA for the Americas), Anna Zahlut (SCORA RA for Europe) (2): Joelle Reid (FUMSA-Uganda), Jack Fletcher (Medsin-UK) Minutes (1) Introduction •

Q1: Why are there so many barriers against SOGI people in fighting for their rights?

•

C1: In Germany, you can change all of the official documents without going through sex reassignment

In Favor (I) •

C1: Legal documents are the place to state sex, which does not vary like gender.

It’s a way for the legal system to understand who we are.

•

C2: Too many categories will not violate people’s gender expression. It will be too confusing and have adverse political or economic effects.

•

C3: Stating the original biological sex helps identify important medical history.

Against (A) •

C1: Gender is more than biological sex.

•

C2: IDs are important in a lot of legal & administrative processes. When you present an ID with a gender you’re not comfortable with, there’s a lot of pressure and harassment.

•

C3: Gender identity should not be stated, since it’s not relevant in a lot of processes.

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Content

Speakers’ List #1 •

A1: There are a lot of different genders other than male or female. If we want to state gender, we have to state a lot of different ones. This is difficult to do, so it’d be reasonable to remove gender from IDs altogether.

•

I1: There is a huge variety of genders. The purpose of IDs is identification. That’s why we need to put male or female on IDs.

•

I2: Biological sex has a lot to do with legal & medical processes. It’s more complex than identity.

•

A2: It will lead to discrimination based on gender identity.

•

I3: Stating male or female on IDs can help doctors identify important medical issues.

•

A3: You can simply inform the doctor of your biological sex. It doesn’t have to be in IDs.

Speakers’ List #2 •

I1: I want to talk about God. He created Adam and Eve. I believe in marriage and standards. I’m not sorry. God will see you, and he will judge you (sarcasm).

•

I2: The opposition claims stating male or female will cause discrimination. But it’s actually the society that should be changed, not IDs. Biological sex should be identified for doctors to successfully treat patients.

•

A1: Why should we wait for the society to change? We should have a third option.

Stating male or female is a discrimination against transgender people. We should change in every aspect, and not just wait for society to change.

•

A2: God also created intersex people. If biological sex is important for medical reasons, it can be stated in medical records. We can also create universal acronyms.

•

A3: God didn’t write the bible, people interpreted God’s messages and wrote it.

Legislation affects the society. If legislation changes, the society will change, too.

•

I3: IDs are a governmental document. Freedom to state whichever sex you are can provide a way around heterosexual marriage.

•

I4: Stating other genders will create more discrimination.

•

I5: Stating being born male or female is just a fact. Instead, stating other genders is discrimination & segregation like stating religion or race.

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•

A4: SOGI parents adopting is good for children.

•

A5: Marriage is simply a union between 2 people. God didn’t create marriage, but

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Content

marriage is good for states.

•

A6: It’s an invalid statement to claim that we need to state binary genders on IDs because of the culture of heterosexual marriage.

Final Speakers’ List •

C1: It was really difficult to stand for an opinion that I didn’t believe in.

•

C2: In a lot of places, there isn’t easy and quick access to past medical records. I think it’s really important to look at another person’s perspective and try to understand their point of view.

•

C3: If we don’t allow changes of genders on IDs, people could be denied of privileges given to a certain gender despite their gender identity.

•

C4: Debates often get aggressive because people don’t try to understand.

•

C5: It’s really important to listen to the other side’s opinion. It helps to communicate & helps us to clarify our own thoughts.

•

C6: It’s really hard to be the bad guy.

Conclusion •

C1: IFMSA should review or focus a policy statement.

•

C2: The other side isn’t bad people just because they have a different point of view, and we need to learn to respect that.

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Content

Minutes (2) In Favor •

C1: For health and medical reasons / legal reasons, it’s better to have the sex specified.

•

C2: It’s a step forward to accept gender identity is separated from sex.

•

C3: We won’t have boundaries anymore.

Against •

C1: We think gender shouldn’t be stated in your passport at all, because it is not important. For example when you are applying for a job, gender can be used as a discriminating factor. That’s why we think there is no need to write your biological sex in your ID.

Speakers’ List #1 •

C1: In case of an accident, HCPs have to know your biological sex in order to know how to deal with your body medically.

•

C2: You really can’t say that knowing the sex is necessary, the medical professionals don't give someone a painkiller according to his penis or her vagina.

•

C3: If we want to perform a medical procedure we have to know the anatomy of the body.

•

C4: If you are transgender your identity card may be irrelevant to who you really are.

•

C5: It doesn’t help to state it. You can treat him/her differently because you’re seeing differences.

Speakers’ List #2 •

C1: It doesn’t mean that you don’t respect their gender identity.

•

C2: You can’t force someone to identify himself as male or female if he doesn’t feel like it.

•

C3: When you get to change the sex you were born with in legal documents it helps you feel better about it and force people to accept it

•

C4: It’s not necessary to link your birth certificate with your nationals ID.

Final Speakers’ List and Conclusion

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•

We need to differentiate between sex and gender.

•

There is no need to know the sex a person was born with, you don’t need it in your

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daily life.

•

Medical concern: There are a lot of medical factors that take into account the sex one person was born with, so not having it in medical records may have some downfalls.

Resources

•

Against: https://socialdialogue.gov.mt/en/Public_Consultations/MSDC/Documents/GIGES C/70%20-%202014%20-%20GIGESC%20-%20EN.pdf http://www.lambdalegal.org/sites/default/files/publications/downloads/2015_identit y-documents-fs-v5.pdf

•

In Favor: https://en.wikipedia.org/wiki/Transgender_rights_in_the_United_States#Identity_ documents

Evaluation

Average Score: 4.07/5

Statement 2 “Someone living with HIV has to reveal it to their partner, if they don’t they should be penalised.”

Facilitator Content

Gabriel Domingues (DENEM-Brazil), Joelle Reid (FUMSA-Uganda) Minutes •

Joelle: In other words, if someone is HIV positive and does not tell their sexual partner, they should be penalised because they are putting other people at harm.

1.

C1: The penalization of HIV non-disclosure can lead to a greater stigmatisation of people living with HIV.

2.

C2: They will invade their confidentiality; for example you don’t have to tell your partner about all the diseases you have, you don’t give them your medical history.

3.

C3: Having the right to choose is a human right, and also having the right to be safe is a human right. So by not telling their partner they are taking away their human right to choose to be safe.

4.

C4: Statistically you can’t just transfer HIV. You don’t have to say it for someone to take care of their own safety. If you won’t transfer it, you won’t

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have to tell it.

5.

C5: If you have unprotected sex the chance is you get it is 0.1%; on the other hand, there is no evidence that you won’t transfer it if you have it protected.

6.

C6: Why would there be a law to only HIV and not to the other STIs, they are a small number and already stigmatized, what we should do is actually make sure people are more aware.

•

Joelle: So, let’s say I am a person living with HIV, and I am taking medications and have protected sex and I don't want to disclose, by showing your thumbs up or down would you agree or disagree with that?

1.

Most people put their thumbs up to agree.

2.

C7: It depends on the relationship, like if it’s long term or not.

3.

Gabs: So, if it was long term, you would want the person to disclose to you.

4.

C8: Yes, because if they didn’t I would feel bad that they couldn’t trust me.

You have to consider how serious about medication they are, when you said that he doesn’t tell his partner about his status it ’s not a sexual problem, it’s a trust issue.

•

Joelle: And what if I am HIV positive on my medication and have unprotected sex and do not disclose to my sexual partner, would you agree or disagree with that?

1.

•

Most people disagreed.

Joelle: So, on that note, who has heard of the Swiss statement of the term “treatment as prevention”?

1.

Majority did not have an idea, or had not heard of it.

2.

Joelle: Many studies have been done, but a huge study was done by Swiss HIV experts and they made what is known as the “Swiss statement”, which states: If a person is HIV positive, and: I.

Has been taking their anti-retroviral drugs adherently for at least 6 months;

II.

Has had an undetectable viral load for at least 6 months;

III.

Has no other STIs

They are sexually non-infectious.

3.

•

C9: Yes, that is true.

Gabs: Do you think having sex is a way you are exposing yourself to risk either protected or not?

1.

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C10: Yes, you are exposing yourself to STIs when you have sex.

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1.

Gabs: So, why - when we are talking about safety - is only one person responsible for using the condoms or protecting both people involved?

•

•

Gabs: Has anyone you met disclosed their HIV status?

1.

C11: Yes, my friend told me.

2.

Gabs: How do you respond?

3.

C12: I said, “thank you sharing with me”.

4.

C13: I tried to be supportive but he was really comfortable with it.

Gabs: I have been living with HIV for 6 years; I am in a long-term relationship. I have had a one-night stand, but I don’t feel that I want to share that. I have been taking my meds everyday - here they are. I don’t tell everyone about my status because it depends on how comfortable I am with that person, but I wanted to share it with you guys. My viral load is zero; but like you said talking about it makes it’s normal however the disclosure part is not an easy thing.

•

Joelle: This is the end of the session, but thank you so much for participating and being involved, thank you, Jack and Eman, for helping and thank you so much, Gabs, for sharing something so personal with us.

•

Gabs: I’m still here and around so if any of you have any questions please feel free to ask me.

Resources

•

https://www.aclu.org/state-criminal-statutes-hiv-transmission?redirect=lgbt-rights_ hiv-aids/state-criminal-statutes-hiv-transmission

•

Against: http://librarypdf.catie.ca/PDF/ATI-20000s/26081.pdf http://www.aidslaw.ca/site/wp-content/uploads/2014/02/Chapter2-ENG.pdf

•

In favor: http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2603033/ http://www.ncbi.nlm.nih.gov/pubmed/15301197 http://www.ncbi.nlm.nih.gov/pubmed/12066601

Evaluation

Average Score: 4.61/5

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Statement 3 “Surrogate Motherhood should be criminalized and persecuted.”

Facilitator Content

Carlos Acosta (SCORA RA for Americas), Lisa Schulte (AMSA-Austria) Minutes Against (A) •

C1: Surrogate mothers are being generous and helping families that cannot have babies. They’re providing the best environments for babies to grow.

•

C2: Some women don’t even do it for the money. Even if they do, they might actually need the money, and it’s for a greater good.

•

C3: It’s really a difficult thing to do. They’re doing it for other families’ benefits.

In Favor (I) •

C1: Couples come from all over the world to India to use women with low socioeconomic status as surrogate mothers. Often the agents take away the money. Also, it might force women into pregnancy even when it is not recommended. It might kill her.

•

C2: There are so many orphans out there. They can be adopted. Surrogate motherhood isn’t the only option for families who cannot have babies. We need to protect women with low economic status

Speakers’ List #1 •

I1: Surrogate motherhood leads to people from rich countries taking advantages of people from poorer countries. It will often be forced.

•

A1: Criminalizing surrogacy is like criminalizing abortion. Women should have the choice to decide what they do with their own bodies. And people are going to do it even if it’s illegal.

•

I2: In rural areas, surrogate mothers might not get adequate healthcare. That might lead to maternal mortality.

•

A2: This is about choice. Just think about it. Adopting can get you a child with diseases. Surrogate motherhood can ensure a healthy kid and help the mothers.

•

I3: In many developing countries, women do it for money, and it’s harming them.

They will suffer their whole lives because they cannot see their own babies.

•

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A3: In people who cannot adopt (same-sex couples, financial problems, adoption

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takes too long). Criminalizing surrogacy is criminalizing the chance to have a family.

Speakers’ List #2 •

A1: Criminalizing surrogacy is victimizing women even further, and it’s not supporting them. It should be about regulating surrogacy instead of criminalizing it. We should be protecting these women instead of criminalizing these people who are already victimized by society.

•

I1: Surrogacy should be prohibited to protect people who have no choice but to be used by rich people.

•

I2: People are using surrogate mothers as slaves, regulating everything they do with their lives. It’s also not 100% that the children will be healthy. You should go to adoption.

•

A2: We should adopt a more positive approach and make laws that protect surrogate mothers instead of putting these women in jails. We shouldn’t do that if you believe they’re victims.

•

A3: The system is what’s corrupt, but why are we punishing the surrogate mothers? Example in Singapore: a couple tried IVF for several years but didn’t succeed. Why can we deny them the chance to have a child?

•

I3: We are fine if surrogacy is for a social cause, but we don’t support surrogacy for a financial reason. The embryo isn’t something that can be bought. It demeans the meaning of life. Also, surrogate mothers’ lives are limited in so many ways.

•

I4: Surrogate motherhood is treating the human body like a vending machine. It’s against the natural course of life.

•

A4: Surrogacy is for a good cause. There isn’t any system in the world that’s not corrupted. We can’t criminalize everything that’s corrupted.

•

I5: It’s about the connection between the surrogate mother and the child. It’s harsh to take away the baby from the mom who has carried it for 9 months.

•

A5: Raising your own child is a basic human right. Adoption is good, but it takes so long in many countries. That’s why people should have the choice of surrogacy.

Final Speakers’ List •

C1: We see for ourselves the arguments we don’t like.

•

C2: This debate is actually going on in our country. I don’t know which way to follow.

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Content

•

Carlos: I myself am really torn. There’re so many good arguments from both sides.

•

C3: This debate is more interesting because the controversy is bigger than the first statement.

•

C4: This debate is interesting because it is actually going on in different countries.

•

C5: Surrogacy makes more children, and that’s bad in some countries (overcrowded, etc).

•

C6: Let’s give ourselves a round of applause. We had a great discussion. The example of an Australian couple abandoning one of the twins (born by a surrogate mother) that has Down syndrome.

Conclusion We can’t all have the same view! By being forced to take sides we are helped to understand different perspectives. We are also challenged to change our thoughts by finding their weak points. Surrogacy can be a gift, but has many sad sides, and everyone had something to take back home on the subject, it was really good.

Resources

•

http://www.positive-parenting-ally.com/ethics-of-surrogacy.html

•

http://www.acog.org/Resources-And-Publications/Committee-Opinions/Committe e-on-Ethics/Surrogate-Motherhood

•

In Favor: http://moses.creighton.edu/csrs/news/S92-1.html http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3531011/

•

Against: https://web.stanford.edu/group/womenscourage/Surrogacy/moralethical.html http://www.babble.com/pregnancy/be-a-surrogate-mother-surrogacy-story/

Evaluation

Average Score: 4.7/5

General Feedback on the Debates: The debates received universal praise from the participants, being for most of them the highlight of the sessions. The topics covered felt interactive and new to many members. The only criticism received was that it would’ve been good to have more time to share personal opinions, which will be a change to apply during August Meeting.

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SCORA Activities

FAIR Members from more than 21 NMOs presented their activities in the SCORA Activities Fair.

Each registered NMO had its own stand to put up promotional materials.

During

the

Fair,

participants went around the SCORA Sessions Room to listen to presentations of different activities. They then wrote down 4 activities that they liked the most, ranking them from 4 to 1. There were a lot of exchanges of ideas and many people engaged in discussions on activity planning, promotion, and improvement. On the last day, the NMO with the highest votes, Medsin-Sudan (Activity: Anti-FGM), won two SCORA T-shirts as prizes. Below there is a list of the NMOs that presented their activities:

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AECS (Catalonia)

Associa-Med (Tunisia)

BeMSA (Belgium)

bvmd (Germany)

EMSS (UAE)

FMS-Taiwan

IFMSA-China

IFMSA-Grenada

IFMSA-JO (Jordan)

IFMSA-NL (Netherlands)

IMCC (Denmark)

Lemsic (Lebanon)

LiMSA (Lithuania)

Medsin-Sudan

MMSA (Malta)

MSAI (India)

PorMSIC (Portugal)

SISM (Italy)

SloMSA (Slovakia)

SloMSIC (Slovenia)

TurkMSIC (Turkey) *This list may not include all of the NMOs that presented, as the original registration file was lost.

We deeply apologize for this and thank all of the NMOs that participated.

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Day

FIVE Facilitator Content

Comprehensive sexuality

Education General session

Anna Zahlut (SCORA RA for Europe) Introduction The aim was to get in touch with the basic characteristics and constructions that we find in CSE. Participants got a chance to get an insight on how to build CSE activities in their NMOs and as well identify the necessity of these themed activities in their communities.

Outline and Minutes Introduction •

Anna: We are going start with a video to clarify the idea. The video is helpful to understand different aspects of CSE.

•

What does the term “CSE” mean to you?

•

Looking to books and the Internet, you find different resources, but you don’t know which one is not true.

•

Definition: Comprehensive sexuality education enables young people to make informed decisions about their sexuality. It is taught over several years, introducing age-appropriate information consistent with the evolving capacities of young people. It includes

scientifically

accurate,

curriculum-based

information

about

human

development, anatomy and pregnancy. It also includes information about contraception and sexually transmitted infections (STIs), including HIV. And it goes beyond information, to encourage confidence and improved communication skills. Curricula should also address the social issues surrounding sexuality and reproduction, including cultural norms, family life and interpersonal relationships.

•

Key Facts 1.

Comprehensive sexuality education does not lead to earlier sexual activity or riskier sexual behavior.

2.

These programmes reduce risky behaviours: About 62% of programmes had a positive effect on at least one behavioural or biological outcome, such as

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increased condom use or reduced unplanned pregnancies 3.

About two thirds of evaluations show reductions in targeted risky behaviours

4.

Studies of abstinence-only programmes are either inconclusive or show abstinence-only education to be ineffective

5.

What we teach matters, but so is how we teach

6.

Addressing gender and power also leads to better health outcomes

Idea Café •

Flipchart 1: How to train your CSE facilitators?

1.

Guideline Courses on: Peer education training for the taboo, contraception, family planning, physiology, puberty, relationships, violence

•

•

2.

Communication skills

3.

CSE exchange

4.

Ask other countries about guidelines

Flipchart 2: How do you find new CSE facilitators?

1.

Awareness day in medical schools

2.

Point out the advantage of CSE

3.

Making workshops for students

4.

Advocacy, social media

5.

Approach NGOs

6.

Simulation

Flipchart 3: How do you promote CSE workshops in schools?

1.

You have to find the right approach for sex education in order to avoid the refusal from people.

2.

It depends on your region. Europe usually exchanges the ideas and the method they use.

3.

There is also the IPET where you can attend during the pre GA

Small Working Groups: How is your CSE project organized?

•

Group 1 1.

What kind of needs does the country has? Identify cultural barriers. Some meeting to reinnovate the knowledge of the students. Health and relationship: relationship violence, STIs, contraception, gender equality.

2.

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Training: contact schools, motivational meeting

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•

•

Group 2 1.

Make sure there are experienced people

2.

Team building: SCORA Weekends

3.

Talk to teacher information for parents

4.

Find your priority

5.

Do a survey for the student

6.

Pay attention to the cultural factors

Group 3 1.

Challenges: stigma, religion and culture, finances, promotion, getting support of stakeholders

2.

Program content: Human Rights, psychology, STIs, safe sex behavior, legal issues

Resources

•

http://www.unfpa.org/comprehensive-sexuality-education#sthash.q0WKKPWW.d puf

•

Video: https://drive.google.com/open?id=0B7Px49e9sZ27QURObklOcl9qSlE

Evaluation

Average Score: 4.27/5

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For the elderly Facilitator Content

Lisa Schulte (AMSA-Austria) Objectives •

Explore why different age groups (would focus on elderly and elementary school kids) that can be sometimes overlooked need good CSE as well as different examples of strategies that are already in use: Provided with a theoretical background.

•

Do an ideas cafe with the participants and make them rotate identifying first the difficulties on approaching elderly and the difficulties on approaching kids. Then do the same with the ways to tackle said barriers. The aim would be to provide them with a space to share their thoughts, and exchange ways to approach or find a way around obstacles.

Session’s Debrief Lisa gave a session about approaching other types of populations with CSE (in this case the elder population). The session explained what is the importance of sexuality in this social sphere, the many taboos that we find commonly in society about this topic and social sphere, the many taboos that we find commonly in society about this topic and how students can start discussing/building activities in their NMOs to address this issue.

Outline and Minutes Relevance •

The population is aging and this trend is suspected to continue.

•

UN predictions for people >50 years old worldwide:

•

1.

In 2015: 22,3%

2.

In 25 years: 30,7%

3.

In 50 years: 35,3%

Sexuality still is a relevant issue later in life.

1.

Study with 27,500 men and women aged 40 to 80 in 29 countries

2.

Standardized questionnaire

3.

Results: >80% of the men and 65% of the women had sexual intercourse during the past year.

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4.

59% still give sex “some importance”.

5.

Great diversity between individuals

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6.

Gender differences: 41% of males, 11% of females stated an interest in sex (75-85y).

•

•

•

Dating again after decades 1.

Finding a new partner after divorce

2.

Mourning the death of a spouse

Naivety in relation to safer sex 1.

Pregnancy is no longer a concern.

2.

HIV becomes an undiscussed topic

The sexual revolution in 1960s watermarks attitudes and concepts that differ the way of addressing this topic

Issues Faced •

Physical Limitations: male and female sexual dysfunction, difficulties in reaching orgasms and getting aroused. Chronic diseases like arthritis and coronary artery disease, medications that influence sexual performance.

•

Practical problems: finding a new partner, lack of privacy in institutions and taking care of a partner with poor health.

Attitudes towards sexuality in an older age: society, health care providers, seniors themselves.

How to Approach This Subject •

With the elder population 1.

Attitudes of the elderly: Embarrassment, they prefer the doctor to give the start on the discussion of the topics. Don’t want to waste resources (consultation time, medication).

2.

Education of the elderly: Take into account lifestyle factors, expected changes and availability of options in health care. Methods include CSE workshops and campaigns.

•

With Health care providers 1.

Attitudes of HCP: HCPs may feel uncomfortable due to the fact that they are untrained as well as concerned of causing constraint/offend older patients.

Lack of time and privacy limit the quality of the service.

2.

Educating HCPs: Communication skills, facts about sexuality in the older ages, inclusion of HCPs in training (medical students, nursing students, etc.)

•

With the General Population

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1.

Attitudes: Stigma (older people are asexual, there is no sexuality without reproductive purpose, refusal to think about the topic)

2.

Educating the general public: Include sexuality in older age in CSE workshops in schools, campaigns.

Resources

•

Presentation: https://docs.google.com/presentation/d/1zL5FkBTLmv8ZTYFg8X6xW7SIJTvylKT OzuCBeELCMPU/edit?usp=sharing

•

Article: https://drive.google.com/file/d/0B7Px49e9sZ27ME1NZWhvNnZ4QXRMNGREOGp fckd3N3RPd200/view?usp=sharing

Evaluation

Average Score: 4.2/5

General Feedback of the Comprehensive Sexuality Education: Feedback was mostly good with some participants noting the lack of time to discuss all the issues that arose. Nevertheless, the content was found useful for the majority of the participants, specially pointing out the interaction in the CSE for the elderly.

Good and bad traits of the

Pornography Industry Facilitator Content

Sascha Höges (bvmd-Germany) Objectives The main objective of the Porn-session will be to inform and educate. Pornography is omnipresent throughout our society, and especially throughout the internet. So I'd like to inform about the spread of pornography, the good and bad traits of the porn-industry, and the effects the consumption of porn has on us.

Session’s Debrief The session consisted on a scavenger hunt, in which the audience was divided into groups. Each group would go to a station around the venue and find an envelope with some information and a question regarding pornography. The groups had to answer the questions, and then after 45 minutes we came together and made a summary of all the content, triggering some interesting discussions.

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Resources

•

Resources on the topics covered: https://drive.google.com/file/d/0B2XaL5IOHY0ZQTJCVzU2RnRxbzA/view?usp=sharing https://drive.google.com/file/d/0B2XaL5IOHY0ZMnotU3ZfRDVwUVU/view?usp=sharing https://drive.google.com/file/d/0B2XaL5IOHY0ZYnJBbHFxT0ZWNHc/view?usp=sharing https://drive.google.com/file/d/0B2XaL5IOHY0ZOGxtYnA3eUxhWFk/view?usp=sharing

Evaluation

Average Score: 3.93/5 Feedback: Everyone loved how dynamic this session was and how informative the data share turned out to be. The main feedback of the participants was the lack of time to properly assimilate all the information and how rushed it was. Regardless of this, the members seemed to enjoy the content and that we tackled this topic.

Trainings Theatre based methods Trainers

Anthony Kerbage (LeMSIC Lebanon), Bea Blanco (Program Coordinator for SGI)

Content

Number of Participants: 20 Goal: Participants to know different theater-based techniques, in which situations these can be used, their advantages and disadvantages, and what things they might need to consider in order for them to be successful.

Training Agenda Energizer/Ice-breaker (5 minutes) “The story of the first time I masturbated”. In this ice-breaker/energizer, the facilitator explains a story (in this case "the first time I masturbated”) and each time a number appears in it, the participants have to gather in groups of this amount of people and introduce themselves to the members of the group. (Example: the story says “I took two tissues...” then participants gather in pairs and introduce themselves to each other fast).

Which Qualities a Theatre Based Technique Should Have and When to Use Them (10 minutes) This was a directed brainstorming on the different theater-based techniques the participants already knew, in which situations could they be used and what qualities and/or materials do we need to execute them. At the end of the brainstorming, the

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facilitators added more techniques that weren’t mentioned.

Role-playing: We used two different situations. (30 minutes) •

In the first one, two volunteers had a post-it with information of their characters (one was allergic to latex and was too embarrassed to say so and the other one was HIV+ and also didn’t wanted to say it). In the role-playing one of them wanted to use a condom and the other didn’t. Without knowing the situation of each other, they had to interact and give arguments. At the end there is a debrief done by the participants on what they thought was going on in the situation and an explanation of what was written on the post-its.

•

"I’m coming out”: in this situation, they had to “come-out” to someone they didn’t know who it was until they started talking to them. The “receptors” were “your cool aunt”, “a priest”, “your homophobic grandma” and “your best friend who’s in love with you”. Changing always the participants who performed in the situations. The goal of this second role-playing is for participants to practice the reading of body language of the partner and how to react to it in the theater.

Bullying Story (30 minutes) In this activity we used story-telling technique, we read a story about a person who wakes up in the morning and doesn’t want to go to school because it’s bullied there.

Once it reaches school there’s a note for them insulting them. We placed a folded note in front of the participants at the end of the reading. After the participants open the note there’s a moment to share how they felt and what they thought about the activity. The main goal of this is not only to explain a different kind of Theater-based technique but to also reflect on bullying in the classroom and things we need to consider before executing this kind of activities in a classroom.

Advantages/Disadvantages of Theatre Based Techniques (20 minutes) We divided the group into two and made them race and compete in writing how many advantages (group A) and disadvantages (group B) of the techniques we had been performing and discussing. Afterwards we read them out loud and reflected on each one of them, specially the disadvantages because in some we could come up with solutions and second options.

Conclusions & Feedback (15 minutes).

We asked participants to write on a post-it things they found were lacking in the

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training, things they liked and suggestions to improve. In general participants enjoyed the training and some of them approached us at the end of it to thank us. To improve it, they suggested: •

To include more topics in the situations beside “SCORA-topics”.

•

To include more of an “adult approach” as these techniques can also be used for medical education and other situations besides peer education in schools

•

To include more participation. In order to achieve this we could’ve split the group into two in the role-playing and have run that part in two parallel groups. We also had a trouble in the logistics at the beginning of the training (we didn’t have a room and had to look for one, finally doing it in the middle of a hall), so the time was shorter than expected.

Trainings Sexual history taking Trainers

Yazeed Khrais (TMET Trainer), Carles Pericas (SCORA Director)

Content

Number of Participants: 30 Goal: To provide participants on why a good sexual history is important, how it should be taken, and what are the consequences if you don’t do it in a systematic and inclusive way. This training also aimed at discussing sexual history taking with the medical curriculum.

Training Agenda Introduction The session started with an icebreaker to introduce the trainees to each other, then Yazeed made a brief introduction on the session’s objectives and the main focus areas that would be discussed. Carles proceeded with the importance of sexual health and why we as future health care providers should care about.

Steps on Sexual History Taking We divided the trainees into 5 small working groups and gave each group one of the 5 areas that should be focused upon in taking history from a patient. Each group had 10 minutes to prepare for a 3-minute presentation. The areas they had to work on were: •

Partners

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•

Practices

•

Past STI history

•

Protection from STIs

•

Prevention of Pregnancies

After each group finished their presentation we opened time for questions and elaborated more on some focus points and read the section related from the CDC manual. (Manual: http://www.cdc.gov/std/treatment/sexualhistory.pdf) Regional Perspectives The session was finalized by the Medical Education aspect of the training The trainees were divided into groups based on the region to compare the cultural differences and problems the curricula have in each region regarding sexual education and sexual history taking.!

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SCORA Sessions

Recap Quiz SCORA Intro Session •

What are the 5 Focus Areas in SCORA? Comprehensive Sexuality Education, Gender Based Violence, HIV and other STIs, Sexuality and Gender Identity, Maternal Health and Access to Safe Abortion

• Day 1

What is the name of the position of the person in charge of the external representation?

Liaison Officer on Sexual and Reproductive Health Issues incl. HIV/AIDS

Family Planning •

Which international conference was hosted in Bali?

International Conference on Family Planning

Sexuality and Gender Identity •

A relationship between a transgender woman and a transgender man is referred to as?

Heterosexual relationship

•

Which sexual orientation is claiming to include the terminology MSMW and WSWM with UN agencies report?

Bisexual

News in the SRHR world Day 2

•

Name 3 partners SCORA is working with!

The PACT, UNAIDS, Ipas

•

Name 2 upcoming events that SCORA is represented in!

CSW60 & CPD

GBV Basic and Advanced •

Name three ways of violence!

Sexual Harassment, Isolation, domestic violence

•

Name 4 forms of GBV! Economic violence, sexual violence, psychological violence, physical violence

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Forced Debate Time •

Name two statements in favor and two against Surrogacy!

In Favor: 1.

There are so many orphans out there. They can be adopted. Surrogate motherhood isn’t the only option for families who cannot have babies. We need to protect women with low economic status

2.

Day 3

In rural areas, surrogate mothers might not get adequate healthcare. That might lead to maternal mortality.

Against: 1.

Criminalizing surrogacy is like criminalizing abortion. Women should have the choice to decide what they do with their own bodies. And people are going to do it even if it’s illegal.

2.

Surrogacy is for a good cause. There’s isn’t any system in the world that’s not corrupted. We can’t criminalize everything that’s corrupted.

CSE Basic and Advanced •

Which two countries were compared in the introduction video?

The US and Germany

Day 4

•

What are the physical limitations older citizens face regarding their sexuality?

Physical Limitations like male and female sexual dysfunction; Practical problems like lack of privacy in institutions and Attitudes towards sexuality in an older age: society, health care providers, seniors themselves.

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Regional Sessions The Americas Facilitator Content

Carlos Acosta (SCORA RA for the Americas) Objectives •

Gather information to set up regional priorities for the second half of the term.

•

Capacitance participants on current SCORA topics relevant to their social and political context.

•

Accurately solve doubts about advocacy strategies that can be used in their realities to tackle these issues.

Session’s Debrief In a general way, participants were able to explore their own riddles when it comes to SRHR in the Americas. We discussed a lot of new relevant topics for the region like gender based violence in a disaster scenario and as well the updates on Zika virus and their effects on the sexual life of the populations in the Americas.

Minutes Regional SCORA Report & Regional Assistant Evaluation •

RA: Introduction to the objectives of the session

•

RA: Report of the RM discussed and ran over the main outcomes (specially the International Women’s Day Campaign)

•

C1: Mainly what the region is definitely lacking is social inclusion in the topics addressed.

•

C2: Many of the focus areas are not touching populations present in our region, which hijacks the implementation of action points in the Americas.

•

C3: Setting priorities is very important to the countries, generally there is no chance to work on all campaigns at the same time.

•

C4: Personally we need to see more “publicly” the activities held at a regional level

•

C5: Activities this year were all based on the important dates and probably there is the need of more capacity building spaces.

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Identify SCORA Priorities in the Region for the Rest of the Term •

Zika virus

•

Maternal health

•

Access to safe abortion

•

LGBT health and rights

SCORA topic: Natural Disasters and SRHR •

RA: introduction to the topic

•

C1: It is really interesting to know a lot of different forms of gender based violence in a disaster management scenario.

•

C2: Women are very vulnerable in Colombia and the medical attention received is almost none.

•

C3: There is always a preoccupation on how to educate people in these situations in Mexico because you can’t force people not to seek for survival and understand the situation so it really does not justify the handling of this in the context.

•

C4: It is really interesting to see the connection with the main populations (natives) in our countries.

LACMA Updates and encouragement of participation •

Will be in the summer

•

Call will be released in April

•

One participant of each NMO may attend

•

Will be composed of an Ipas training + Method Exchange Sessions on topics about MHASA

Resources

•

http://www.paho.org/hq/index.php?option=com_content&view=article&id=11585&It emid=41688&lang=es

•

http://www.bridge.ids.ac.uk/global-resources/resource/A58664

•

http://arrow.org.my/publication/feminist-and-rights-based-perspectives-sexual-andreproductive-health-and-rights-in-disaster-contexts/

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Europe Facilitator Content

Anna Zahlut (SCORA RA for Europe) Objectives •

Gather regional priorities for the next half year

•

Gathering ideas on how to improve work between NORAs and SCORAngels

•

Gathering ideas on how to improve work between RAs and NORAs

•

Presentation of SECSE Host

•

SWGs on different topics within the European Region

Session’s Debrief A general way of gathering ideas and how to work on different topics. SCORAngels were encouraged to speak their mind, give input and provide feedback at any moment throughout the sessions.

Minutes Idea Café •

•

•

Flipchart 1: European Priorities 1.

Peer Education

2.

Sexuality and Migration

3.

Advocacy of peer education

4.

Gender Equality

Flipchart 2: Improve work between NORAs and SCORAngels 1.

Communication should be in both ways

2.

Having a buddy system on a national and international level

3.

Communication platform: Facebook, Whatsapp, e-mail, Skype, Google drive

4.

Encourage SCORAngels to GA/EuRegMe

Flipchart 3: Improve work between NORAs & RAs 1.

Having Online Meetings and reports

2.

Regular NORA meetings at GAs/EuRegMe/NECSE/SECSE

3.

Having a shared Google drive for materials

4.

Having a SCORA mailing list

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SECSE Host elections •

16th to 20th of September in Porec

•

150€ early registration

•

170€ late registration

•

50-60 participants

•

4 delegates per NMO

SWGs: The topics of this Small Working Groups were selected from the call for input.

They do not strictly represent the priorities within the European region.

•

How to face cultural differences in CSE 1.

Homophobia: plant the seed (don’t argue), ask to explain (make them question themselves), make the class discuss it with each other, shift focus: don’t change their opinion but emphasize values that they can agree on.

2.

No participation with practical exercises: take students aside (to a corner), be sensitive, give the option to stay and just watch.

3.

Bleeding when having the first sex: divide group by gender, make peers more relatable

4.

Basic information for parents, teachers, elementary school students

5.

Lack of knowledge of facilitators: try to recruit diverse people, create a handbook with issues that might come up, integrate cultural differences in education of facilitators, specific training for facilitators, make a webinar

•

•

How to talk about sexual violence against men 1.

Mention sexual violence against men in NMO based projects

2.

Campaigns

3.

Breaking gender role stereotypes

4.

Lower the stigma

5.

Support victims

6.

Education of children

7.

Mention in Peer Education projects

How to face governmental restriction in SCORA work 1.

Problems: Implement sex education, schools are rejecting CSE programs, religion and government

2.

Ideas: advocacy, campaigns, getting external organization to back us, viral campaigns and videos

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Asia Pacific Facilitator Content

Vivian Chen (FMS-Taiwan) Session’s Debrief This AP regional session was very productive. NORAs and SCORAngels from diverse NMOs in the region were present. Everyone was engaged in the discussion and actively contributed.

We started the session with sharing different NMOs’ current work and achievements.

Then, during the Ideas Cafe, there were a lot of enthusiastic discussions on making this region more active and more connected. Afterwards, everyone added valuable inputs on the SCORA Priorities in Asia-Pacific. Based on these priorities, we brainstormed and came up with action plans on 2 topics: Violence against Women and STIs. Minutes Welcome and Intro Video (video link attached below) AP SCORA Updates •

Breast cancer/ Pink October: Singapore had a Pink Run. Thailand had a campaign for cancer.

•

Men’s Health/ Movember: India and Taiwan participated in the IFMSA-SCORA Photo Competition for Movember. Thailand had activities targeting prostate cancer.

•

Sexuality and Gender Identity: India hosted a conference with a sexologist. Taiwan joined their Pride Parade and hosted a Pre-Parade Workshop. Also, PinkDot Singapore is a famous event celebrating LGBT rights.

•

HIV/AIDS: India had a World AIDS Day Marathon, promotion through Facebook, and a campaign handing out Christmas gifts. Taiwan did fundraising for a related organization, as well as talks, workshops, and online quizzes. And Hong Kong made a video on stigmas around HIV/AIDS

•

Other topics: SCORAngels from Kyrgyzstan handed out information in shopping malls. Japan had a peer education project in 50 high schools, as well as a Rainbow Parade, in which everyone wore rainbow-colored T-shirts. Taiwan has a Rainbow Project, which involves visiting obstetrics & gynecology clinics and CSE. Hong Kong did a lot of their campaigns through videos. And in Singapore, celebrities

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usually help educate the public through informative commercials.

Ideas Cafe: Improve communications between SCORAngels •

What is good: “Month” system (dedicating a month to advocate on a specific topic)

•

Suggestions: 1.

Using Facebook (or other social medias) to connect SCORAngels.

2.

Mini SCORA XChange: NORAs from different AP countries can attend large events in other NMOs to get inspiration and to promote collaboration.

3.

Create a NORA contact info database.

4.

Have more Skype meetings.

5.

Have more international campaigns within the region.

6.

Provide international support on different countries’ issues.

Revision of SCORA priorities in the region: Inputs •

Gender Based Violence, (child) sexual abuse, forced prostitution, myths around virginity

•

Contraception, safe abortion, CSE, family planning

•

Maternal health: aging pregnancy, obstetrics & gynecology violence, surrogate motherhood

•

LGBT rights

•

STIs, stigmas around HIV/AIDS

•

Cancer awareness, HPV vaccination

Action plans •

Violence against Women: We want to intervene through peer education, shelters for victims, and spreading information with leaflets and brochures. The impact will be bigger if there’s collaboration with other NGOs or governments.

•

STIs: We came up with the idea of an “Activity Marathon”, during which one NMO can host an activity on STIs each day (or week), and we can rotate around the region. This way, we’ll be able to bring all of the NMOs together to create a large campaign.

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EMR Facilitator Content

Eman Soliman (IFMSA Egypt) Session’s Debrief The session incorporated the following discussions: •

How good is the buddy system to the NORAs and how we could improve it.

•

The inputs of the participants about capacity building and the main obstacles faced in the region.

•

Discussing the CSE survey and receiving suggestions to modify and add to it.

•

SCORA Xchange in Tunisia: encouraging members to attend it and helping other NMOs to start their own.

Minutes The Buddy System: Find below the participants inputs regarding the buddy system.

•

Not working well because of a lack of time.

•

OLMs are rare: the communication is not that good it needs improvement

•

We should share the resource and planning of the events and it can take place at the same time.

•

The problem is the short time for preparation.

•

We have common problems we can work on (HIV and other STIs)

Capacity Building •

We have lack of IPET trainers in the EMR and we all lack CSE

•

We can contact Y-Peer to have trainers but Y-peer is not active in all NMOs, so in those NMO it’s mostly SCORA Peer Education

•

Maternal health is tackled in Tunisia but they don’t have Ipas trainers, only five or 6, so an Ipas training for 2 or 3 countries together was proposed. We can manage to do something like in Pre-EMR Jordan.

•

Morocco is going to have IPET this year, not sure about Ipas but everyone can attend.

•

We need more capacity building workshops (other than Pre-EMR) in order to have more trainers to cover the need of the whole region.

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About CSE •

We have progressive countries (Lebanon, Tunisia). We should get their help to develop it in other countries.

•

Iraq had their first NGA weeks ago and SCORA Sessions were amazing, focus areas were discusses. The problem is that people who are interested are not that many because of SCORA phobia so they need solutions to resolve the problems.

They can benefit from interaction with other NMOs

•

It’s better to address the topics not straightforward but taking it slow (start with STIs, marriage constitution) then you can start addressing more sensitive topics when they get used to it.

•

Morocco: Elaborate about sexology and more deep subjects. If you have good advocators, high schools won’t say no.

CSE Survey: Survey with doctors prepared by Sarah, every NMO should fill at least one hundred.

•

Input on the questions: add questions about virginity and hymen.

•

In morocco they did a survey with Y peer on what people know and don’t know about CSE.

•

The survey should be translated in Arabic and French, mainly Arabic, but Iran doesn’t speak Arabic.

Africa Facilitator Content

Joelle Reid (FUMSA Uganda) Session’s Debrief In this session, Joelle began with an introduction of SCORA, its Focus Areas, and its significance to the African Region. Afterwards, participants brainstormed on regional priorities, talking about both strategies and issues important to Africa. Finally, we focused on the specific topic of female condoms, discussing its importance, the barriers to addressing this issue, and actions we can take to make changes.

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Content

Minutes Introduction and Getting to Know Each Other In the SCORA African regional session we had a total of 7 people from Uganda, Sudan, and Sierra Leone, with the session led by Joelle Reid (FUMSA - Uganda) on behalf of the SCORA RA who sadly couldn’t make it. For 5 of the participants, it was their first time attending an IFMSA GA. Brief SCORA Introduction and SCORA Focus Areas We went through what SCORA stands for, the missions and vision of SCORA. We also went through each SCORA Focus Area and briefly talked about each one and activities related to them.

Why SCORA is Important to the African Region?

•

C1: Because all the issues covered in SCORA are related to a lot of the problems in Africa.

•

C2: A vast majority of HIV positive people and AIDS-related deaths occur in Africa.

•

C3: Most of our activities in the African region are related to SCORA.

•

C4: It’s important for us to learn about as medical students.

SCORA Regional Priorities •

Brainstorming Comments: 1.

We

are

largely

under-represented,

so

more

internal

and

external

representation is needed.

2.

Internally, there is a lack of communication within the NMOs; we need a way of strengthening it. We need more NMO collaboration within the region, i.e., regional projects/activities, as well as more sub-regional trainings. A SCORA African regional strategic plan was also suggested.

3.

Externally, we are in need of more regional external representation. We need regional help with global partners, e.g., Ipas, and collaboration with their regional offices, e.g., WHO, UN Women, UNAIDS, OpenCon, UNDP, etc.

4.

Tackle political and religious restrictions, how to overcome them, and when to acknowledge them.

•

Conclusion on Regional Priorities:

1.

Comprehensive Sexuality Education

2.

HIV and Other STIs

3.

Reproductive Cancers especially Cervical and Breast Cancer

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Content

4.

Maternal Health and Access to Safe Abortion

5.

Gender Based Violence (but more focused on Violence Against Women)

6.

Family Planning: Access, Awareness

Availability of Female Condoms in Healthcare Centres •

Why is this important?

•

Prevention strategy for HIV and other STIs

•

Family planning

•

Alternative for male condoms

•

Can be used to empower women to demand sexual rights

•

What are the barriers to addressing this?

1.

Political and legal issues (e.g. in Sudan talking about contraception outside of marriage is against the law), cultural or religious issues, financial issues i.e. lack of funding, lack of knowledge, lack of access to female condoms, misconceptions and myths.

•

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What is our action plan?

1.

Advocacy

2.

Comprehensive sexuality education

3.

External partners can help us with donation of female condoms etc.

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Small Working

Groups Facilitator Content

HPV Vaccination

Vivian Chen (FMS-Taiwan) Objectives •

Understand the basic facts regarding HPV infection, related diseases, and vaccination.

•

Identify, discuss, and clarify the controversies on HPV vaccination.

•

Identify ways medical students can contribute to the advocacy of this issue.

Session’s Debrief In this session, we went from a general intro to an in-depth discussion on the controversies surrounding HPV. After understanding the basics and the current status, we moved onto the controversies. First, pros and cons were discussed. Afterwards, people were split into 4 groups to discuss the possible policies & outcomes when the government takes a certain stance on controversies regarding HPV vaccination. Before the end of the session, everyone was asked to write down a small action plan, resources they need in order to take action, and a little feedback on the session.

Minutes Introduction: what do we know about HPV & HPV vaccination?

We discussed the virus, its prevalence, the diseases it causes, screening methods, as well as the vaccines. You can find all of this information at the link attached below.

Current status in different countries (loosely categorized based on inputs from participants) •

Free/obligatory vaccination: Australia, France, Slovenia (free but uncommon), Switzerland, Norway, Taiwan (sometimes free), Japan

•

Vaccination provided and common: Slovakia, Hungary, Lithuania, Algeria (for married women), Belgium, South Africa, Czech Republic, Canada, Kazakhstan, Serbia, UAE

•

Vaccination uncommon/not available: Grenada (also no Pap smears), Egypt

•

NMO Work

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Content

1.

Slovenia: workshop for mothers and girls

2.

Grenada: provide Pap smears

3.

Norway: working on policy paper

4.

UAE: workshops for girls

Controversy discussion •

Pros: Prevents cancer & warts; other preventive methods are ineffective; reduces HPV prevalence

•

Cons: Expensive; there are concerns on its effectiveness and side effects; does not protect against all types of HPV; there are also concerns on the vaccine encouraging early sex

•

Imagine: policies and outcomes 1.

Vaccination safety (if we think it’s safe) We will provide evidence-based answers for concerns, host educational programs for mothers & young people. We will include health providers in these programs. We will also fight for a free availability for everyone or try to make the vaccine obligatory. We will emphasize that the vaccine is more economical then treatment of cancer.

2.

Vaccination safety (if we think it’s unsafe) We will not pay for the vaccine, and we’ll focus on Pap smear screening instead.

3.

Early sex (if we think it’ll encourage young people to have sex early) We’ll give presentations on safe sex. We’ll also promote the vaccine by not focusing too much on HPV being a STI. Instead, we will put more emphasis on the vaccine’s important role in cancer prevention.

4.

Early sex (if we don’t think it’ll encourage young people to have sex early) Similar to the 3rd group.

Action ideas •

Provide scientific evidence during information sessions for both parents and children, seminars for the general public, cancer prevention classes, leaflets, or videos

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•

Advocate for HPV vaccines to be on the national vaccination program/schedule

•

Educate peer educators

•

Advocate for vaccination for boys/men as well

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Content

•

Include HPV vaccination lectures and discussions in the medical curriculum

•

Write a policy statement

•

Apply for governmental funding

Resources needed •

Research papers

•

Professors & motivated medical students

•

Media resources

•

Financial support

Feedback & Recommendations

Resources

•

We need a longer session with more background information.

•

This topic is interesting, and the session was well-structured.!

•

http://www.cdc.gov/hpv/

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PrEP Facilitator Content

Joelle Reid (FUMSA-Uganda) Objectives •

To inform participants about PrEP, what it is, its use and side effects.

•

To establish the barriers to implementing PrEP.

•

To establish how medical students can advocate for its implementation and use international, regionally and locally.

Session’s Debrief Pre-exposure oral prophylaxis (PrEP) is the use of antiretroviral drugs by HIV-uninfected persons to prevent the acquisition of HIV. Daily PrEP has been shown to be highly efficacious in preventing HIV acquisition when taken as prescribed. When used consistently, PrEP is highly effective in targeted populations with high risk of HIV infection.

Currently, WHO has provided guidance on the use of combination ARV regimen – Tenofovir disoproxil fumarate (TDF) and Emtricitabine (FTC) for use as PrEP. The use of daily TDF only regimen is, however, under further investigation.

Minutes Introduction •

Old Drug, New use: What is PrEP? Why is PrEP important to the HIV response?

1.

C1: PrEP is the use of antiretroviral drugs to prevent someone from getting HIV.

2.

C2: It’s important because it is a prevention strategy.

3.

Jolle: Pre-Exposure Prophylaxis (PrEP) is the use of antiretroviral medication by people who are HIV negative to reduce their risk of acquiring HIV.

•

Blast from the Past: Some current and ongoing studies were shown with their preliminary results or final results.

Current Situation: What do the current guidelines suggest on PrEP? Current guidelines show taking TDF/FTC daily can prevent HIV transmission by up to 88% (and in other studies up to 97%), with minimal side effects. It’s safe and it works.

But it only given to those with substantial risk of acquiring HIV, e.g., MSM, sex workers 65

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etc. Substantial risk populations are populations with an HIV incidence of about 3 per 100 person-years or higher. PrEP is not for EVERYONE, but EVERYONE should consider it.

Four Corners debate: To PrEP or not to PrEP - that is the question.

The four corners of the room stood for: strongly agree, agree, disagree and strongly disagree. Then, statements were read and each person went to where they felt was right.

•

Statement 1: PrEP should be part of the HIV prevention global and national strategies.

1.

C3 (strongly agree): Of course it should be considered in the strategy to prevent HIV.

•

Statement 2: PrEP should be accessible for everyone who wants it.

1.

C4 (disagree): It shouldn’t be accessible to everyone because then anyone could get it and it's not for everyone.

2.

C5 (strongly agree): Well, I think the key word here is ‘accessible’, and I believe it should accessible to everyone, that doesn’t necessarily mean they will get it.

•

Statement 3: PrEP encourages people to have unprotected sex.

1.

C6 (agree): PrEP can make people feel like they don’t need to use condoms anymore, so yes they will be encouraged to have unprotected sex.

2.

C7 (disagree): I think that taking PrEP makes you think you don’t need other means of protection, and I think its a personal thing.

3.

C8 (disagree): PrEP can be used with condoms and so we shouldn’t think that it makes you want to have unsafe sex.

•

Statement 4: Healthcare professionals should encourage people who have a substantial risk of acquiring HIV to take PrEP (even if it’s not the reason they came to the professional).

1.

C10 (disagree): They shouldn’t push PrEP on someone just because they think they need it.

2.

C11 (strongly agree): I think it is our duty as doctors to pass on medical information to anyone we believe may benefit from it. We should make people aware of PrEP and offer it if we can.

3.

C12 (neutral): I am not sure where I stand on this because on one hand we should make people aware on their options but we shouldn’t do this selectively

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Content

for example if they are MSM, we should make everyone aware of it but not force it on them, •

Statement 5: PrEP should not be available for sexually active older adolescents.

1.

C13 (strongly disagree): Young people are a group in which new HIV infections have increased and they need access to PrEP as a prevention strategy.

•

Statement 6: PrEP for people who inject drugs should only be given if they are in a program to help with their drug addiction.

1.

Joelle: I think that we shouldn’t prohibit a drug user from accessing PrEP just because they are not in a program. I think PrEP could be a harm reduction strategy and should be available to people who need it including drug users.

Feedback & Evaluation •

Everyone enjoyed the four corners debate.

•

Unfortunately we ran out of time and many people had comments to make during the debate.

•

We should engage more people on this through a SWG or mailing list - some participants requested this.

•

Request for a small working group to be initiated to discuss what more we can do as IFMSA SCORA and medical students.

Resources

•

WHO guidelines: https://drive.google.com/file/d/0Bxhd_LXo7IPAYzFndHQxdGVhbXc/view?usp=sha ring

•

Resources on the topic covered: https://drive.google.com/file/d/0Bxhd_LXo7IPAWVlleHNiQm52cWc/view?usp=sharing https://drive.google.com/file/d/0Bxhd_LXo7IPAY0VuRGtQVWdDMm8/view?usp=sharing https://drive.google.com/file/d/0Bxhd_LXo7IPAanNyUldUdWNqZlU/view?usp=sharing https://drive.google.com/file/d/0Bxhd_LXo7IPAUVpOM2dCeGFaWmM/view?usp=sharing

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Indigenous

SRHR Facilitator Content

Carlos Acosta (SCORA RA for the Americas) Objectives •

Know how to identify an indigenous or aboriginal population and understand their own characteristic health determinants.

•

Promote new methodologies of health prevention and promotion strategies for neglected populations.

Session’s Debrief We discussed questions including: Why is this topic important? What are the major matters of conflict between urban and rural areas?

Who is an indigenous person? (UN definition and WHO definition) Why are indigenous populations protected from the urban areas, and if so, if this protection is working. What is Heritage?

Different tribes, different rights: Why are there differences in rights for indigenous peoples taking into account intercultural factors? Are there differences being considered in treaties/agreements/manuals? What are the specific SRHR being violated for indigenous populations?

Resources

•

http://www.youthcoalition.org/wp-content/uploads/YCSRR_CPD47_Watchdog_RV D.pdf

•

https://7thapcrshr.files.wordpress.com/2014/01/track-3-6-1-special-population-grou ps-improving-access-of-indigenous-people-to-srhr-information-and-services.pdf

•

http://www.firstpeoples.org/who-are-indigenous-peoples/the-indigenous-movement

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Obstetric

Violence Facilitator Content

Michalina Drejza (LRA) Objectives •

To discuss and identify the basic definitions concerning obstetric violence and humanized birth

•

To share examples of obstetric violence from clinical settings

•

To identify actions that can be done within IFMSA to scale-up efforts to end obstetric violence and humanized birth

Session’s Debrief SWG gathered over 40 participants from different Standing Committee background. We identified what is obstetric violence and talked about examples that participants have witnessed during our clinical rotations and practices in the hospital. Participants were sharing many of examples from their own experience when basic human rights have been violated.

The group was divided into three groups that worked on the solutions that can be done within IFMSA to promote humanized birth and take actions to end obstetric violence.

As for the conclusions, the need of raising awareness campaign among medical students about humanized birth and dignity around obstetric healthcare integrated around IFMSA Maternal Health and Safe Abortion program.

Resources

•

WHO resources on Obstetric Violence and Humanized Birth: http://www.who.int/reproductivehealth/topics/maternal_perinatal/statement-childbirt h-govnts-support/en/

•

The Prevention and Elimination of Disrespect and Abuse during Facility-based Childbirth - WHO Statement: http://apps.who.int/iris/bitstream/10665/134588/1/WHO_RHR_14.23_eng.pdf?ua=1&ua=1

•

The global epidemic of abuse and disrespect during childbirth: History, evidence, interventions, and FIGO’s mother−baby friendly birthing facilities initiative http://www.sciencedirect.com/science/article/pii/S0020729215000843

•

FIGO - Quality, Humanized and Respectful Care for mothers and newborns: https://www.k4health.org/sites/default/files/figo_africa_mozambique-quality_respec tful_care_for_mothers_newborns.pdf

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Joint

Sessions Women’s rights Facilitator Content

Carlos (SCORA RA for the Americas), Salma (SCORP RA for EMR) Objectives •

Raise awareness amongst medical students the importance of having gender as a social

determinant

of

health

and

why

does

this

affect

our

way

of

seeing/studying/practicing medicine.

•

Understand that having gender equality service makes a public health system more approachable for the general population; therefore we can have a better impact on health promotion campaigns.

•

Interiorize and hand out tools for creative gender equality campaigns in our federation and identify when we as medical students are not being inclusive towards women in our actions

•

Acquire medical skills to not reproduce gender based violence towards patients in the future

Session’s Debrief The Joint session was about empowerment of women close to the IWD. The session started by the identification of the international legal context in which women's rights occur, the historical aspects of them and their importance. Participants identified their own social factors that prevented women to fulfill their rights.

We also did role-play situations in which participants identifies women’s rights violations in intersectionality to evidence layered stigma amongst different types of women.

Minutes Introduction of the Facilitators and the Agenda Setting the Ground Rules Introduction of the Participants: everyone said their name, NMO, favorite bird, colour of underwear

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Content

Open discussion •

What are Women’s Rights to you?

1.

•

The basics right to live, education, we are equal.

Where do women’s rights begin ?

1.

When her mother is pregnant

2.

When her sex determined

Background •

Before we go deeper we’re going to talk about the evolution of WR starting in 1961: women don’t have the right of property.

•

1962: equal thing to equal work

•

1920: right to vote in first debate

•

1967: covered the dissemination based on sex

•

1978: right to abortion

•

We say women are still suffering from violation today.

What are kinds of violations women face today?

•

GBV

•

Sexual harassment

•

Lack of access to contraception –reproductive rights 1.

Today the problems are different but still here

Definition of violence against women What are the forms of violation you can think of?

1.

Social, verbal, financial, marital dependence if she doesn’t have kids, slut shaming.

Internal Retrospective by regions •

Divide the participants according to the region to discuss the situation within the region and provide a 20min discussion of the groups.

•

Carlos: Was it easy to identify different types of women’s rights in your region?

1.

EMR: We have similar cultures so it wasn’t hard

2.

Carlos: So it was the same to you all what about the rest , Europe?

3.

Europe: The main points are the same. It’s less about the culture, and the main differences we found were more related to politics and economical backgrounds.

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4.

Carlos: How is layered stigma in your region? I want to initiate the discussion with provocation.

•

Americas 1.

The Americas have the same background (we were invaded by Europeans; we have different race; we have similarities with women on the street). If a woman gets pregnant, she will be a slut and irresponsible but in the case of a guy, society would be much more empathetic.

2.

She might even have to drop out of school; she is always the one responsible for asking for the condoms and takes care of the sexual aspects of a relationship.

3.

•

It’s really tough we can’t wear any clothes or we will be called sluts

Europe 1.

There is no equal payment. The social expectations are to have good education, get married and have children, and at the same time take care of both work and children while the man has only to work.

2.

She is called a “slut” if she gets along with boys while the guy is considered “cool”.

3.

There are several attempts of classes to teach a man how to be confident to rape a woman.

4.

The right to abortion and the right for contraception are present. Women just face a problem having access to them.

•

Asia-Pacific 1.

People like to have male children more than female, and they are not equally treated.

2.

There is discrimination against political occupation. For example, in Japan, women are not expected to achieve a higher policy making position.

3.

•

There are some countries where abortions are legalized.

Africa 1.

We are a bit different. The amount of rights violated is the highest, and it comes from the women themselves sometimes.

2.

Women don’t know their rights and they don’t think they have them. We thought about solutions, which are education and advocacy. These will solve most of the problems other than healthcare facilities.

I.

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II.

A1: Most of them. There is some that know their rights but they don’t make use of them.

•

EMR 1.

They need to study, be educated and get married and take care of children.

2.

Women are always stigmatized. People that are good at their career don’t get married or don’t have children.

3.

They don’t want women to be successful in their lives.

Women ‘s right principles •

CEDAW (Commission of the Elimination of all Forms of Discrimination Against Women): Composed of three main principles.

•

Divided the participants into 3 groups for discussion of each principle:

•

Principle of equality 1.

The definition: giving people equal opportunity regardless of gender, having the power of choice,

2.

Being happy with what they are doing; how we can explain their rights to them. They always see their mother, grandmother live their life. You can live another life that you can change. It’s not about them. With the same amount of money, we guarantee them that it will establish financial life.

•

Principle of non-discrimination 1.

Assign someone a role because of gender, color of skin, etc., is discriminating.

2.

How the brother gets the trash or the girl do the dishes when dividing house chores.

3.

Discrimination in school: girls have dolls and boys have balls. How are we going to change this? The way we are going to raise our children: we want to become equal by decreasing discrimination based on gender.

•

Principle of state obligation 1.

Penalty for discrimination against women, maternity leave, ensure the safety of women

Sexual and Reproductive Health Rights •

Examples: Abortion, GBV, Family Planning 1.

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So most of them related to woman

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Conte

•

nt

How are we responsible for that?

1.

Carlos: women should be in charge what to do with their body

2.

Do you agree to empower Women Doctors? We face some kind of gender inequality even within the Federation. Have you noticed that there was a question yesterday about gender equality in the EB debate. Do you think we need to search for gender inequality in our own federation?

Role-Playing •

Divided the participants to groups with different case scenarios to represent:

•

Group 1 1.

Case scenario: An indigenous woman who is HIV positive and has to disclose to the doctor

2.

Identification of discriminatory actions: Doctor pulls his chair back when he knows she is living with HIV. He said: people like you always have the same problem. I can’t understand you. Where is your husband?

•

Group 2 1.

Case scenario: We are in an Emergency Room (ER) in the U.S.A. We see behaviors towards a woman of African origin compared to a woman of Caucasian origin.

2.

Identification of discriminatory actions: Doctor wants to help the Caucasian one who has a minor pain and ignore the other one who had an major accident and she is also pregnant. The doctor prefers the one who know she can deal with and the one who has insurance to avoid dealing with legal problems.

•

Group 3: 1.

Case scenario: In the EMR, a teenage girl was missing her period, and she wanted to seek for help to regulate the cycle. She attends a first gynecologist.

2.

Identification of discriminatory actions: Doctor asked her about her sexual activity and accused her of not being a virgin because her hymen was broken. Doctor accuses patient, stating that that ‘s why she is asking for pills.

Conclusion Talking about IWD and encourage the activities done by different NMOs Evaluation Reso

•

http://www.youthcoalition.org/wp-content/uploads/YCSRR_CPD47_Watchdog_RVD.pdf

urces

•

https://7thapcrshr.files.wordpress.com/2014/01/track-3-6-1-special-population-groups-impr oving-access-of-indigenous-people-to-srhr-information-and-services.pdf

•

http://www.firstpeoples.org/who-are-indigenous-peoples/the-indigenous-movement

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SRHR

In Refugees Facilitator Content

Anna Zahlut (SCORA RA for Europe) Objectives To provide an overview on the SRHR needs of refugees and to understand how their situation can influence their Sexual and Reproductive Health.

Session’s Debrief After definitions of SRHR and refugees, participants were divided into groups to read case studies, which were discussed along some guideline questions. Later on participants could share their cultural differences in approach to SRHR in their countries.

Minutes Introduction •

What do people need?

1.

Information about sexual health, finances, cultural difference, maternal health, language/sociocultural barrier, access to care/contraception/safe abortion, rights

•

•

Definition of a refugee 1.

A person forced to leave their country. Seeking asylum.

2.

Official definition

3.

Source countries: Syria, Afghanistan, Somalia

4.

Host countries: Turkey, Lebanon, Pakistan

What is sexual violence?

1.

Forced sex (doesn’t have to be intercourse), sex without consent.

Case reports & Questions •

Group 1 1.

Identify the types of violence: Sexual violence, verbal abuse, violation of privacy, psychological violence, financial issues, neglect, emotional violence

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2.

Barriers that refugees usually face: Language barrier, no legal documents, no trust in authorities, cultural barriers, political barriers, geographical barriers, economic barriers, lack of basic human needs, discrimination, limited access to healthcare, centers, lack of public interests, isolation.

3.

What should we, as HCP keep in mind: Vaccinations, TB Screen, psychological first- aid, advocacy

•

Group 2 1.

Identify the types of violence: Right to a fair trial, freedom, security & freedom shelter, privacy, free speech & free will in general, to decide what to do with your own body, to be treated with dignity, to have access to good quality healthcare

2.

Barriers that refugees usually face: Psychological trauma, social & cultural stigma, gender norms/ homophobia, language barrier, access to health care & medication (healthcare system for refugees), violation of basic human rights, lack of global action & finances, lack of education of the refugees & people who deal with them, stigma & phobia from media & propaganda

3.

What should we, as HCP keep in mind: Act with humanity & compassion, respect them to make them feel comfortable, be patient in order to gain the trust, respect their intimacy & privacy (especially in physical examinations), consent

Resources

•

Resources on the topics covered: http://www.unhcr.org/3b9cc26c4.html http://www.theguardian.com/society/2011/jul/17/the-rape-of-men http://www.unfoundation.org/what-we-do/campaigns-and-initiatives/universal-acce ss-project/briefing-cards-srhr.pdf http://www.fpa.org.uk/sites/default/files/sexual-health-asylum-seekers-and-refugee s.pdf https://www.amnesty.org/en/latest/news/2016/01/female-refugees-face-physical-as sault-exploitation-and-sexual-harassment-on-their-journey-through-europe/ https://www.amnesty.org/en/documents/mde19/1578/2015/en/

•

Case Reports: https://docs.google.com/document/d/1KrHJFwD-vn0750hpEqL1z-wN3m0MZZac3 s7oJtXwxV0/edit

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Standing committee

Exchanges Facilitator Content

Carles Pericas (SCORA Director) Objectives IFMSA has been offering professional exchange opportunities for all medical students for over 65 years, and research exchange opportunities since 25 years. We are always looking for as many possibilities as possible to improve our exchange program and meeting the expectation of our medical students by ensuring them the maximum learning outcomes out of their experience.

Since few years now, the other standing committees (SCOPH, SCORA, SCORP and SCOME) started building their own exchange program, to meet the expectations of their own members that are interested in the fields of, respectively, Public Health, Sexual and Reproductive Health including HIV & AIDS, Human Rights and Peace and Medical Education.

As this is not their main field of action though, we built up this joint session to gather members from all standing committees, especially SCOPE and SCORE, who can offer their experience on how such exchange programs can be built and how to ensure high quality exchange experiences for all.

Session’s Debrief After the General Presentation (which can be found in the resources) we were split into different Small Working Groups (one per Standing Committee) and made sure that in each group, there was at least one person from SCORE or SCOPE that could provide the perspective we needed.

Outcomes of the Small Working Groups First of all we listed the difficulties we face when it comes to the organization of the SCORA X-Changes and that SCORE/SCOPE could help us with.

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•

Lack of Recognition from faculties and other bodies

•

Lack of Regulations

•

Meals

•

Accommodation

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Facilitator Content

Carles Pericas (SCORA Director) •

Fees and Financial Management

Conclusion After a mildly fruitful discussion, we concluded that we’ll create a working team with the current national SCORA X-Changes coordinators to go through the SCOPE and SCORE regulations and see which parts can be better used to create a good regulations document for SCORA regarding its exchanges. The When and How will be discussed in the upcoming months.

Resources

•

Presentation: https://drive.google.com/file/d/0B77-DMf2pc7TWU1WSTdZd3pnLW1QNlFkT09qU DgxLTNDUWlV/view

•

SCORA XChange Recommendations: https://drive.google.com/file/d/0B7Px49e9sZ27RjNDUlhRdlliMlU/view?usp=sharing

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Closure & General Evaluation •

Right before the March Meeting came to an end and having in mind all the on site discussions, thoughts and ideas, we set up a list of actions that we wanted to push forward. These actions are just some of the things the SCORA IT will be working on a global scale, and they fit this year’s SCORA Annual Working Plan like a glove. Find them below:

Follow up on the International Women’s Day Interventions with possible further interventions on Gender Based Violence.

•

Finalize the March Meeting 2016 follow up kit.

•

Upcoming events: NECSE, EuRegMe, APRM, LACMA

•

Upcoming campaigns: IDAHOT, CLM

•

Keep working actively with our partners and ensure an appropriate external representation.

•

SCORA Manual

•

IPET Manual

•

SCORA Strategic Plan

•

SCORA XChange

•

Appointment of a Development Assistant for sustainability purposes

•

August Meeting Preparations: Implementation of all the feedback received during the MM (to prevent repetition of mistakes and include direct feedback from participants)

We are really trying to stick to this plan, and some of this initiatives are already in the works or done.

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Scora

MAP As it’s becoming a tradition in the SCORA Session, after this March Meeting we also had a SCORA Map, in which all the participants made pledges or shared the future activities they would do back in their country. You can find in this link the presentation of the SCORA map: http://prezi.com/dozxk5x-vw5b/?utm_campaign=share&utm_medium=copy

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General impressions Overall this GA’s level of satisfaction was really high. As SCORA Director, I have the feeling that many expectations were met, and that all the hard work paid off. Of course, there are a lot of things to improve, and the perfect platform to use the experience created from our mistakes is none other than the August Meeting in Mexico.

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General things to improve: I believe we need to balance better the level of the sessions, so most of the participants can take something out of them. Also, by having more sessions that then can flow into either regional or international actions, we would aim at increasing a lot of the outreach and national and individual empowerment of the GA. Last but not least, I’ll definitely fight (if I have to) for a bigger room, since the huge number of participants and the relatively small room were a burden when we had to move around or split into small working groups.

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General things to keep: One of the strengths of this MM were definitely the SCORA Debates, I am planning on keeping them for the next GA, but providing a bigger time-slot and an even better organized structure. The parallel sessions and the activities fair also seemed to work really well since they allowed focusing on more specific subject and a better interaction between the members respectively. Another thing to keep is definitely having a minute taker in each session (with an improved system), which helped a lot during the report elaboration.

Overall, the energy, learning spirit and motivation made me (and the whole SCORA IT) charge

batteries and face the second part of the term with even more passion. I would really like to deeply thank everyone involved on making this GA unforgettable, the Sessions Team, and the IT members that were present. Anna, Carlos, Lisa, Amine, Karim, Vivian, Joelle, Jack, Eman, Gabs, you were incredible!

Brace yourselves, because next time will be even bigger and better!

Warm hugs Carles Pericas SCORA Director 2015-2016

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MM16 SCORA Sessions

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Ap pendix SCORA Party Games Since some of you asked us about this, find below the different challenges we had during our SCORA gathering on Day 3 so you can recreate them back home if you want to: • Drunk on Love

People get turned around 1 times with their eyes closed. After this procedure, they are "drunk on love".

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During their “drunk” stage, participants have to build the "foundation of their new relationship". This means building a figure from a set of blocks.

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In this game, participants pretend they are in a long distance relationship and have to keep the love alive - so they use their phones to do sexting.

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Since they don't want the conversation to get boring, they need to come up with a lot of different synonyms for their own and their partner's sexual organs.

Sexting

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Challenge

fulfilled:

Find the Animal in You1

1 or 2 - as many English words for male secondary sex characteristics

2.

3 or 4 - as many English words for female secondary sex characteristics

3.

5 or 6 - as many English words for sexual intercourse

4.

For English native speakers: all languages but English

Participants get headphones and listen to different animal sex noises.

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They have to guess what animal it is.

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In older age, sexuality things change and you might need some help in the form of medication.

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My Glasses?

Right now, your sexual partner is waiting in bed for you and you can't find that ‘special condom’.

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In a pile of clothes, you have to find the golden condom as soon as possible.

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In the age of Tinder and other dating apps, you have to be able to quickly assess

Love at First Swipe

1.

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Honey, Where Are

Instructions: Roll the dice and depending on the number different conditions will be

the main facts about a potential partner.

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Participants have 30 seconds to memorize the short Tinder profiles of the SCORA IT and Sessions Team members and then answer questions about them.

MM16 SCORA Sessions !

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See you again soon, SCORAngels!