IFMSA Booklet

2013 - 2014

IFMSA Booklet International Federation of Medical Students’ Associations

IFMSA The International Federation of Medical Students’ Associations (IFMSA) is a non-profit, non-governmental and non-partisan organisation representing associations of medical students internationally. IFMSA was founded in 1951 and currently maintains 117 National Member Organisations from more than 100 countries across 6 continents, with over 1.3 million students represented worldwide. IFMSA is recognised as a non-governmental organisation within the United Nations system and the World Health Organisation. For more than 60 years, IFMSA has existed to bring together the global medical student community at the local, national and international levels on social and health issues.

Imprint Content Bronwyn Jones (Australia) Helena Chapman (Dominican

Republic)

Eman Ismail (Egypt) Betty Huang (Taiwan) Layout/Design Ibrahim Mousa (Egypt) Airin Aldiani (Indonesia) Photography Greco Malijan (Philippines) Eva Galvan (USA) Proofreading Bronwyn Jones (Australia) 2013 - 2014

The mission IFMSA unites medical students worldwide to lead initiatives that impact positively the communities we serve.

IFMSA represents the opinions and ideas of future health professionals in the field of global health, and works in collaboration with external partners. IFMSA builds capacity through training, project and exchanges opportunities, while embracing cultural diversity so as to shape a sustainable and healthy future.

This booklet is an IFMSA publication Š Parts of this booklet may be reproduced for non political, and non profit purposes mentioning the source provided.

Notice Every care has been taken in the preparation of content for this booklet.Nevertheless, errors cannot be avoided. IFMSA cannot accept any responsibility for any liability.

Some of the photos and graphics used are property of their authors.

We have taken every consideration not to violate their rights

Contact Information General Secretariat: IFMSA c/o WMA B.P. 63 01212 Ferney-Voltaire France Phone: +33 450 404 759 Fax: +33 450 405 937 Email: gs@ifmsa.org Homepage: www.ifmsa.org Bank account details Account 58.52.12.090 beneficiary IFMSA Bank ABN-AMRO SWIFT ABNANL2A IBAN NL94ABNA0585212090 Bank address: Coolsingel 119, PO Box 949 3000 DD Rotterdam

Contents 3

Foreword

17

Training

4

General Facts

18

Board of Recommendation

6

Team of Officials

19

Publications

Standing Committees

20

Advocacy

Projects

22

7 16

President’s Message

Foreword Dear IFMSA friends and colleagues,

It is with great enthusiasm we get the opportunity to provide a glimpse into the work and activities of the International Federation of Medical Students’ Associations (IFMSA)—one of the largest international student networks, bringing together more than 1.3 million medical students, representing over 100 countries. Over the years, IFMSA has brought together medical students from around the world to exchange ideas and learn from each other, capacity build, create projects and campaigns, and most importantly, capture the voices of medical students worldwide on health issues.

Established in 1951, in a post-World War II setting, our founders came together in a period of history where growing disparities in the socio-economic and political arenas challenged the health and wellbeing of people around the world. IFMSA was created to foster cooperation and collaboration among medical students by breaking down societal barriers through promoting opportunities for dialogue and creating clinical exchanges. IFMSA rapidly expanded to become one of the pioneering non-political, non-governmental organizations working in the field of community health and capacity building for medical students.

Official Partners

problems, work with others to address the global burdens of disease and health to create healthier communities, and thus a healthier world.

Our official recognition by the UN as the voice of international medical students, and official relationships with major UN agencies like WHO, UNESCO, UNICEF, UNAIDS, and UNFPA, as well as key supporters such as the World Medical Association (WMA) and many others, have ensured that IFMSA is considered a major partner when it comes to issues relating to global health. IFMSA has directly contributed to many of the key Post-2015 Development Agenda discussions surrounding health. IFMSA has also been creating its own dialogue on issues such as sustainable development and the link to health, investing in girls’ health, health in all policies, addressing global health inequities and much more.

IFMSA since its foundation stays committed to taking on the global health challenges of the century! IFMSA is a Federation that aspires to offer future physicians a comprehensive introduction to global health issues. Through our programs and opportunities, we develop culturally sensitive students of medicine, intent on influencing the transnational inequalities that shape the health of our planet.

Let’s work together to create the world we want!

While we find ourselves in a world where the boundaries and tools have changed drastically, we still find ourselves in a world where there are growing disparities and a lack of equity—in education, socio-economic opportunities, environment, personal safety, and health. These disparities are further challenged by gender, sexuality, discrimination, and socio-political factors. IFMSA aims to create culturally sensitive medical students who are able to grasp global health

Joško Miše IFMSA President 2013/14 3

{ IFMSA }

General Facts

2013 - 2014

The IFMSA is an independent, nongovernmental and non-political federation of medical students’ associations throughout the world. As of August 2013, IFMSA represents 117 national medical student associations from over 100 countries on six continents. Taking into account particular needs our member associations are divided into 5 regions – Americas, Africa, Asia-Pacific, Eastern Mediterranean and Europe. Our combined membership consists of approximately 1.3 million medical students worldwide.

Since 1951, IFMSA has been run for and by medical students on a voluntary basis.

Officially recognized as a non-governmental organization within the United Nations system, our organization is also recognized by the World Health Organization as the international forum for medical students. IFMSA is registered as a charitable organization in the Netherlands.

IFMSA has a General Secretariat in Ferney-Voltaire, France, within the Headquarters of the World Medical Association, and an Operational Office in Amsterdam, in the premises of the Amsterdam Medical Center (AMC).

This serves to strengthen IFMSA’s relationships with its main external partners.

For more than 60 years, IFMSA has existed to bring together the global medical student community working on global health issues. Numerous activities are planned, designed, and implemented every year at the local, national and international levels.

idealistic goals can be achieved with readily attainable knowledge and commitment. In IFMSA, the emphasis is placed on students returning to their local environments with new ideas and the skills to implement them. As the doctors of tomorrow and future leaders of health, we feel confident that our students will carry this spirit with them throughout their professional lives.

Objectives • To expose all medical students to humanitarian and global health issues, providing them with the opportunity to educate themselves and their peers; • To facilitate partnerships between the medical student community and international organizations working on health, education and medicine; • To give all medical students the opportunity to take part in clinical and research exchanges around the world; • To provide a network that links active medical students across the globe, including student leaders, project managers and activists, so that they can learn from and be motivated by each other; • To provide an international framework in which medical student projects can be initiated, developed and implemented; • To empower and train medical students to take a role in bringing about the necessary changes to improve the health of all global citizens.

Projects, conferences and workshops are organized across member countries in the fields of medical education, public health, reproductive health, and human rights and peace, thus offering medical students a taste of the real and pressing health issues worldwide.

The IFMSA experience shows students that they are not merely passive subjects in a rapidly globalizing world, but rather valuable individuals with a potentially powerful role to play in global health. They learn that their

4

www.ifmsa.org

{ International Federation of Medical Students’ Associations }

IFMSA Booklet

Meetings

IFMSA’s biannual General Assemblies (held in March and August of each year) and Regional Meetings are a celebration of crosscultural interactions and education. By meeting the most active students from other countries, our members not only learn about global health, but also share their ideas, skills and experiences on how students can act on issues that motivate them.

Furthermore, our emphasis on skillsbased training supports capacity building within our NMOs, bringing benefits for student leaders of the next generation.

medical students worldwide

IFMSA Booklet

5

{ IFMSA }

Team of Officials

2013 - 2014 Team of Officials 2013/2014

As stipulated in our Constitution and Bylaws, the team that leads the Federation consists of 34 members. At the top of the hierarchy is the Executive Board, consisting of the President, the Vice President for External Affairs, the Vice President for Internal Affairs, the Secretary General and the Treasurer.

The Regional Coordinators are responsible for coordinating health efforts within each of the Federation’s five regions: Africa, Americas, AsiaPacific, Eastern Mediterranean and Europe.

The Standing Committee Directors oversee the activities and day-to-day running of the six

6

Standing Committees, which range from Medical Education to Human Rights and Peace.

The Support Division Directors have a diverse body of work, which centres around capacitybuilding, implementing projects and promoting the IFMSA both internally and externally.

The Liaison Officers serve as a link between IFMSA and its external partners, and act to improve working partnerships.

The Supervising Council is responsible for carrying out investigations and making recommendations to guide the work and activities of the Federation.

www.ifmsa.org

{ International Federation of Medical Students’ Associations }

Standing Committees

This structure enables IFMSA to perform global work at a local level: Think Globally, Act Locally!

IFMSA Booklet

The Standing Committees of IFMSA focus on major health topics and medical studentrelated interests: • Medical Education (SCOME) • Professional Exchange (SCOPE) • Public Health (SCOPH) • Reproductive Health including AIDS (SCORA) • Research Exchange (SCORE) • Human Rights & Peace (SCORP)

These abbreviations are used frequently in the organization. All start with “SCO” (Standing Committee on) and end with the abbreviation of the Standing Committee itself (PH – Public Health).

Each Standing Committee is headed by an International Director who is elected at the August General Assembly. Each Director has his or her own International Team which consists of: one Liaison Officer who is responsible for communication with relevant external partners; and five Regional Assistants (one from each of IFMSA’s five regions) as well as a number of Development Assistants, who are all responsible for supporting the work of the Standing Committee Director.

On the national level, the Standing Committee is coordinated by the National Officer, who is elected at each country’s National General Assembly. On the local level the work is executed by one or more Local Officers.

medical students worldwide

IFMSA Booklet

7

{ IFMSA }

Research Exchange

SCORE was founded in 1991, and today has over 55 participating National Member Organizations. Over 1700 students participate in this program annually.

2013 - 2014

The Standing Committee on Research Exchange (SCORE) seeks to give medical students across the world the opportunity to gain exposure to medical research in other countries. All exchanges are initiated and coordinated entirely by medical student volunteers.

Each participating university is represented by a Local Officer on Research Exchange (LORE), who facilitates the organization of research projects at the local level, as well as arrangement of the exchange students’ housing and boarding. Each exchange student is assigned to a local contact person who serves as a guide, resource, and social liaison.

This liaison connection is what strengthens the intercultural communication, understanding, and unity between medical students.

The Definition of IFMSA Research Exchange The IFMSA Research Exchange is a research project that provides medical students with the opportunity to deepen their knowledge in the specific area of their research interest. This program is officially recognized and supported by the medical school/university and is guided by a mentor who introduces exchange students to the basic principles of research, including literature search, data collection, scientific writing, laboratory work, statistics and ethics.

Upon completion of the program, students are required to prepare a written scientific report or an oral presentation.

audience is medical students from around the world.

Objectives • To enable medical students to enrich their medical educations by a research experience, and to learn the basic principles of research.

• To add to the academic activities of medical students and to help them acquire educational benefits from having practical and theoretical knowledge.

• To widen the horizons of medical students, providing them with the opportunities to experience different approaches to medical research, education, and health care systems.

• To create an international network of medical students promoting intercultural communication and the spirit of global friendship.

The Learning Objectives of the Program Students should: • Engage in literature searches and use primary resources to gain knowledge and insights that can be applied to research questions.

• Analyze a scientific problem, formulate a research question, and develop the research design to answer that question • Critically evaluate their knowledge and their project progress, address gaps in their knowledge base and find solutions to problems that arise.

• Benefit from working together with their research mentor and peers.

Types of research projects: • Basic laboratory research project.

• Clinical research project, combined with basic research in the lab.

• Clinical research project. .

SCOREview is a research bulletin that describes research experiences of SCORE students in order to encourage research exchange and promote SCORE worldwide. The target

8

www.ifmsa.org

{ International Federation of Medical Students’ Associations }

The Standing Committee on Professional Exchange (SCOPE) was IFMSA’s first Standing Committee and was founded in 1951. Even today, it continues to be the backbone of the Federation and constitutes its longest running project.

The Professional Exchange program is a full educational program offering clerkships to medical students abroad. All medical students are entitled to participate in a four-week clerkship in a chosen clinical or pre-clinical field of medicine.

The language of instruction is either English or the language of the host country. In order to complete the clerkship, the exchange student must show adequate knowledge of the English language or the native language of the host country. Clerkships are purely educational and students will not receive a salary. During the exchange, the student has the chance to observe a different health care system and learn from foreign tutors. All students are assigned to a physician supervisor, who acts as a tutor and mentor.

Objectives • To offer students a unique educational and cultural experience in addition to the regular medical curriculum.

• To help broaden the students’ understanding of medical and social conditions in different countries.

• To produce culturally sensitive doctors armed with an in-depth knowledge of the current health care challenges that face the world in order for them to be agents of change within society.

Exchange Contracts are signed between two participating National Member Organizations and are of two types: 1. Bilateral Contracts: where the participating countries exchange two students (one from each country) between themselves.

2. Unilateral Contracts: where a single student participates in the exchange.

In exchange for a participation fee, the incoming student is offered a one-month clerkship at the hospital and department of his or her choice, lodging at a student facility or with a host family, and at least one meal per day.

In an effort to encourage students from all backgrounds to participate in exchanges, SCOPE has created a system whereby each outgoing student pays the fee of receiving a student in his or her place, directly to his or her own national member organization. Thus, students from developing countries will pay a fee that is relative to the cost of living in their own countries. This fee will later be used by the national member organization of that country to welcome a foreign student. In short, the student will pay for the hosting of his or her counterpart through a bilateral exchange contract.

Academic quality

SCOPE is constantly trying to improve the quality of its program and growing to cover even more medical schools and countries around the world. Many medical schools provide academic credit for outgoing exchange students after they have participated in a SCOPE program. In order to receive academic credit, the quality of the clerkships must be maintained. For this reason, SCOPE has introduced assessment tools for the clerkships, which include a detailed log book, checklist and evaluation form to be completed by the supervising physician. These assessment tools were developed in close collaboration with a number of prominent international health care associations.

Incoming Student Package is a kit that includes a “student’s guide” as well as maps and other helpful materials.

“PeriSCOPE” is a publication that details the exchange experiences of medical students from all around the world.

medical students worldwide

IFMSA Booklet

9

IFMSA Booklet

Professional Exchange

{ IFMSA }

IFMSA Member Organizations

2013 - 2014 Key: denotes states with at least one Full NMO denotes states with at least one Associate NMO denotes states without any NMO.

10

www.ifmsa.org

IFMSA Booklet

{ International Federation of Medical Students’ Associations }

medical students worldwide

IFMSA Booklet

11

{ IFMSA }

Public Health

2013 - 2014

Medical students of IFMSA formed the Standing Committee on Students’ Health (SCOSH) in 1952, driven by a strong will to take an active part in preventing health problems and to contribute to health policy development.

During the years that followed, the wide variety of activities that were being undertaken led to the change from SCOSH to the Standing Committee on Health (SCOH) in 1963. In 1983 the name of the Committee changed once more to the Standing Committee on Public Health (SCOPH).

Over the last six decades, SCOPH members, known as SCOPHians, have implemented, maintained, and made improvements to a wide variety of interesting and active community-based projects at the local, national, regional and international levels.

Through our activities communities gain knowledge, health and experience. Additionally, medical students acquire a much better understanding of public health issues affecting their own countries, as well as a deeper awareness of realities in other parts of the world. Some of the

12

The major goals of SCOPH are: • Raising awareness about global public health issues.

• Educating and training medical students to become actively involved in public health issues.

• Working as a team and collaborating with other public health organizations to make a difference in global health issues locally, nationally and internationally.

• Ensuring the continuity and sustainability of our public health projects.

main topics which SCOPH focuses on include: chronic diseases; alcohol and substance abuse; tropical and infectious diseases; mental health; child and adolescent health; ageing and health; road safety; climate change; nutrition; poverty and social inequalities; and rural and remote health.

On the international level SCOPH is coordinated by the SCOPH “Dream Team” which consists of the SCOPH Director, the SCOPH Liaison Officer, and the SCOPH Regional Assistants and Development Assistants.On the regional level, SCOPH is overseen by the SCOPH Regional Assistants (SCOPH RAs), while on the national level, it is coordinated by the National Public Health Officers (NPOs), their assistants, and the SCOPH Project Coordinators.

The majority of SCOPH Projects are: • Based on disease prevention and health promotion.

• Oriented to the specific needs of the populations in each region, nation and locality.

www.ifmsa.org

{ International Federation of Medical Students’ Associations }

Medical Education should be a concern of every medical student, as it shapes not only the quality of future doctors, but also the quality of healthcare. The IFMSA has a dedicated organ which aims to implement an optimal learning environment for all medical students around the world – the Standing Committee On Medical Education (SCOME), which was founded in 1951 as one of the first Standing Committees of IFMSA. SCOME acts as a discussion forum for students interested in the different aspects of medical education, in the hope of pursuing and achieving the aims of the Standing Committee.

In recent years we have worked mainly in the following areas: • International projects (database projects, research in medical education, training).

• International advocacy.

• International meetings and conferences.

• Policy Statements.

• Locally-implemented projects.

Our work has made a substantial impact in medical schools and decision-making bodies around the world.

Mission “We aim to achieve excellence in medical education throughout the world.”

last few decades. Besides the various projects taking place on the local level to improve medical education at faculties, there are a number of international projects and workshops taking place under the umbrella of the IFMSA network. In our experience, it is often the medical students who are the strongest proponents for adapting their educations to the needs of their communities.

Policy Statements issued by IFMSA concerning medical education include: • Quality Assurance in Medical Schools.

• WHO WFME Guidelines for Accreditation of Basic Medical Education.

• Global Health and the Medical Curriculum.

• Complementary and Alternative Medicine in the Medical Curriculum.

• The Bologna Process in Medical Education beyond 2010.

• European Core Curriculum - the Students’ Perspective.

• UNESCO Guidelines for Quality Provision in Cross-Border Higher Education.

• The Bachelors and Masters Degrees in Medicine.

• Patient Safety.

• Undergraduate Mobility in Medical Education in the European Higher Education Area.

We question whether or not students educated in a so-called traditional curriculum are able to face the needs of healthcare in a modern society. Scientific data shows that modern medical curricula are much more likely to teach students effectively (compared with more traditional curricula) in order to create doctors equipped with the skills and knowledge required in the 21st century. Consequently, we try to promote modern medical education, and go about this by teaching and training students, teachers, and professors; and by exchanging information and experiences.

As a global grassroots organization of medical students locally active in over 100 countries, IFMSA has made meaningful contributions to improve medical education over the

medical students worldwide

IFMSA Booklet

13

IFMSA Booklet

Medical Education

{ IFMSA }

Reproductive Health incl. AIDS

2013 - 2014

The medical students of the IFMSA formed the Standing Committee on Reproductive Health including AIDS (SCORA) 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. Through SCORA, medical students across the globe work locally, nationally and internationally to increase awareness concerning reproductive health and other related issues.

Our mission is such that, as an organization of future doctors which is not affiliated to any religious or political party, we will, through education, strive to stop the spread of HIV/AIDS and other sexually transmitted infections whilst challenging the widespread violation of reproductive rights and gender inequality. We will also encourage respect and understanding of sexuality as a whole.

SCORA projects

SCORA has a variety of projects that differ from country to country, however, they all share a common link: interactive methods which involve young people and stimulate them to think creatively. Our major focus is on discussion, open communication, and interaction rather than long didactic lectures.

The World AIDS Day and Peer Education Programs are two of the main projects carried out in SCORA every year. On these days, medical students all over the world come together to actively raise awareness through numerous celebratory activities, such as lectures, exhibitions and charity concerts; and through distributing

condoms, pamphlets, brochures and other kinds of educational materials.

One of the largest programs that SCORA has been running is the SCORA Student Exchange Program. Although the topics of this program vary according to the country involved, most centre around HIV treatment/testing; HIV and STI prevention, legislation and epidemiology; and HIV research. This exchange opportunity aims to give local and international participants a holistic view of HIV/AIDS, focusing on the complexity of this multifaceted issue. Medical students have the opportunity to visit teenagers in schools, as well as other youth groups, especially those who are considered high-risk or who are marginalized from society.

SCORA also works on issues related to gender equality, women’s rights, female genital mutilation (FGM), child abuse, domestic violence, teenage pregnancy, cancers of the reproductive system, sexual orientation, LGBTQI (Lesbian, Gay, Bisexual, Transgender, Queer and Intersex) rights, family planning and many others.

Every year since 2006, SCORA has been organizing the International Peer Education Training (IPET) as part of the Pre-General Assembly workshops. The IPETs focus on building capacity amongst the medical student community in SCORA’s core areas. So far, there have been more than 10 IPETs organized and over 100 trainers certified by both IFMSA and Y-PEER/UNFPA. 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. The vision of SCORA is a world free from HIV/AIDS and other STI’s with complete respect for every person’s reproductive rights, choice of sexuality and with universal gender equality.

14

www.ifmsa.org

{ International Federation of Medical Students’ Associations }

In the year 1983, when the global refugee issue entered into the public consciousness, the Standing Committee on Refugees was founded. The mission of the new Standing Committee was to call attention to the ever-growing problems of refugees and internally displaced people.

After some time, however, the Committee members noted that the efforts made were more palliative and short-term. In order to better address the challenge of refugee health and to find more sustainable solutions, greater emphasis was placed on the prevention of conflicts and human rights violations. From this the Standing Committee on Refugees and Peace (SCORP) was founded in 1994. In 2005, after realizing that the work of SCORP dealt increasingly with human rights, the Standing Committee changed its name once again to become the Standing Committee on Human Rights and Peace (while keeping its abbreviation, SCORP).

SCORP has the following aims: 1. To help students learn about the problems that refugee populations, internally displaced people and other vulnerable groups face, through participation in local and international activities.

2. To collaborate with NGOs in establishing projects for medical students to work in international refugee camps.

3. To spread awareness and educate health care professionals in human rights and the violations committed in this regard.

4. To speak and act for peaceable conflict solutions, and discuss and learn about conflict prevention.

5. To establish and develop multidisciplinary cooperation in matters of refugees, peace-building, conflict prevention and human rights.

SCORP is a dynamic Standing Committee which deals with human rights, refugees, and peace. These are issues that are continuously being brought to prominence under the ever-present influence of politics, religion, nature and many other factors. The committee itself is constantly undergoing reform in order to support the ever-changing needs of societies around the world. We are proud to say that our SCORP Trainers from over 100 countries are equipped with the knowledge and resources to educate others on important human rights and peace issues.

SCORP is partnered with a number of international organizations (including the UNHCR, UNHCHR, IPPNW, and IFHHRO), with whom a number of joint projects have been created. SCORP is also part of the Humanitarian Crisis Project, in conjunction with the Standing Committee on Public Health and the World Health Organization. This project serves to aid in the direction of emergency funds to crisis areas as swiftly as possible.

medical students worldwide

IFMSA Booklet

15

IFMSA Booklet

Human Rights and Peace

{ IFMSA }

Projects

2013 - 2014

Within the IFMSA the term “projects” refers to activities in many fields of interest to medical students, which are in concordance with the IFMSA’s aims, principles and policy statements. These may include events, workshops, surveys, networks and campaigns, amongst others.

IFMSA has three categories of projects: • Endorsed Projects, • Transnational Projects • Initiative Projects

Projects in all three categories must comply with the Constitution and Bylaws of IFMSA. The benefits and rights of these projects and their coordinators include: being able to display project information on the IFMSA website and the official projects database; receiving letters of recommendation from the Executive Board, and support in grant applications and fundraising activities; and priority in promotional efforts within the IFMSA network.

Besides this, the IFMSA Initiative and Transnational Projects can benefit from the IFMSA banking system, and coordinators of these projects have up to two secured places at each of the biannual IFMSA General Assemblies. Coordinators of IFMSA’s Endorsed Projects have

Transnational Projects 1. Asian Collaborative Training on Infectious Diseases, Outbreaks, Natural Disaster and Refugee Management (ACTION) 2. Breaking the Silence 3. Build up your Bones 4. Crossing Borders for Health 5. Daphne 6. Dying a Human Thing 7. Eating Disorder Awareness 8. Female Genital Mutilation 9. First Gynaecological Consultation 10. Go SCORP 11. Good Medical Practice 12. Healthy Planet International 13. Hy-5 Campaign on Hand Hygiene 14. IlluminAIDS 15. Mr and Ms Breastestis

16. Northern European Cooperation for Sex Education (NECSE) 17. Organ Donation Awareness 18. Peace Test 19. Rainbow Project 20. Research Workshop 21. Scientific Opportunities Database 22. SCORA Twinning 23. SCORA X-change 24. Sexual Education for Sex Workers (SESWO) 25. Sexual Health and Peer Education (SHAPE) 26. SmileX 27. Sudan Tropical Exchange Program (STEP) 28. Surgical Suturing ComBat 29. eddy Bear Hospital 30. WHO Simulation

16

one secured place at each General Assembly.

The coordinators of officially-recognized IFMSA projects are required to submit two half-yearly reports by December 1st and May 1st of each year, in order to update project information on the IFMSA projects website and official projects database, and to comply with the Constitution and Bylaws of the Federation.

The body that administrates projects within IFMSA is the Projects Support Division (PSD) which is coordinated by an elected Director who can appoint other persons as members of the PSD.

The Projects Proposals Review Committee (PPRC) was established to assist the PSD Director with the specific task of revising candidate project proposals. The PPRC comprises of a panel of project management and design experts who aim to increase the quality of IFMSA’s official projects through providing advice to project coordinators about their work, and to the PSD Director and National Member Organizations about whether to recognize and accept candidate project proposals as official IFMSA projects.

Endorsed Projects

Initiative Projects

1. Access to Medicine 2. AIDS Prevention Project 3. Global Medicine 4. Incommunity 5. Laboratorio Mondialita (LabMond) 6. Minima Medicamenta 7. OSMOSE 8. Pre-Departure Training 9. Residency Database 10. Red Party 11. Sensibilizarte 12. Sharing in Health 13. TurkMSIC Medical Education Workshop

1. Think Global 2. Global Health Equity

www.ifmsa.org

{ International Federation of Medical Students’ Associations }

Some examples of the training topics provided by the IFMSA are: • Advocacy • Communication Skills • Conflict Prevention • Debating Skills • Facilitation Skills • Financial Management • Fundraising • Handover and Continuity • Intercultural Learning • Leadership • Motivation Skills • Negotiation Skills • Project Management • Public Relations and Marketing • The World of IFMSA • Time Management

Training is the backbone of the IFMSA: it is the tool with which we exchange experiences, acquire skills and develop knowledge in our organization.

Medical professionals are continually pressed to take on roles in the management and improvement of health systems. As the IFMSA plays a significant role in developing future leadership for global health, the development of key skills through training is becoming increasingly important. Trainings provide medical students with the necessary skills that academic medical curricula often fail to provide.

By offering training sessions from both in-house and professional trainers, the Training Team aims to run workshops around the globe for IFMSA members. We believe that training is a vital component of capacity building within the IFMSA, providing National Member Organizations, individuals and IFMSA project participants with the skills and resources they need to carry out their tasks.

medical students worldwide

IFMSA Booklet

IFMSA Booklet

Training

Throughout the years, the IFMSA has been developing a high quality training curriculum and training methods which have been passed on from generation to generation. This has allowed us to maintain important skills and knowledge, and to constantly improve and develop our training workshops.

An important part of the IFMSA training program is the Training New Trainers workshop (TNT). During this workshop, IFMSA members are trained to become trainers themselves.

To ensure continuity and to keep trainers motivated, the Training Old Trainers workshop (TOT) has also been established. Here, trainers learn to maintain and improve their training skills.

During General Assemblies, congresses, conferences and other meetings IFMSA members have the opportunity to be trained in many different areas. Training is all about sharing!

17

{ IFMSA }

Board of Recommendation

2013 - 2014

The Board of Recommendation is a group of esteemed professionals or figures of authority, such as professors and representatives of international organizations, who agree to serve as IFMSA advocates and allow IFMSA to use them as a reference point when in need of a recommendation to provide our Federation with added credibility.

IFMSA keeps them informed about the activities within the Federation.

The Board of Recommendation does not have meetings; it has no official position and no compulsory tasks. Members of the Board of Recommendation can be asked to give advice or to act as a reference. However, this depends on their availability and capacity.

The members of the Board of Recommendation have no duties other than authorizing their names for use by IFMSA. In return, The current members of the IFMSA Board of Recommendation are listed below, along with the year in which they joined the Board: • Professor Colin Green, former CEO of the International Medical Education Trust 2000 (2006) • Professor Ian Fraser, Honorary Secretary of the International Federation for Gynaecology and Obstetrics, Past President of IFMSA (2007) • Dr Otmar Kloiber, Secretary General, World Medical Association (2008) • Mr Everton Hannam, UNESCO National Commissions (2008) • Professor Hamid Rushwan, Chief Executive, International Federation for Gynaecology and Obstetrics (2009) • Dr Halfdan Mahler, Former Director General, World Health Organization (2009) • Dr Dana Hanson, Past President, World Medical Association (2009) • Dr Edward Hill, Past President, American Medical Association (2009) • Dr Andres Nordstrom, Department for Multilateral Development Cooperation, Ministry of Foreign Affairs, Sweden (2013) • Dr Shyama Kuruvilla, Partnership for Maternal, Newborn and Child Health (2013)

Professor Eric Holst ( 1 December 1929 - 7 November 2013), First IFMSA President and Former Member of the Board of Recommendation

18

www.ifmsa.org

{ International Federation of Medical Students’ Associations }

Publications

The official electronic newsletter of the IFMSA is published every month, and is available to all members of the IFMSA through both the official IFMSA website and the IFMSA mailing lists. This publication features articles and reports on a wide variety of topics ranging from public health through to medical education. All members of IFMSA are eligible and encouraged to submit any material that they believe will be of interest to their international peers.

must comply with the highest of standards. Each issue of the MSI is assigned an ISBN number and is also available electronically through the IFMSA website.

The IFMSA Publications Support Division also plays a role in the creation of various other publications, at both the regional and international levels.

Additionally, many National Member Organizations and Local Committees have their own publications. Although these are not official IFMSA publications, the Publications Support Division strives to support and empower all members of the IFMSA in their endeavours in publications through providing tips, advice, publicity and publications training workshops.

The most widely-circulated printed publication of the IFMSA is the Medical Student International (MSI). Often referred to as the voice of medical students, this publication is printed biannually, coinciding with the IFMSA General Assemblies. Each issue of MSI has a theme that is similar or identical to that of the General Assembly at which it is distributed. This enables the medical students present at the General Assembly to gain background information, as well as a broader understanding of the topics discussed during the meeting. It also allows students who are unable to attend the General Assembly to have a means to learn about topical issues from their peers, and to contribute to the discussion at the General Assembly through writing articles.

As of March 2013, the MSI has evolved into an “integrated” publication containing not only a section on the theme of the associated General Assembly but also sections dedicated to articles from each of the six Standing Committees as well as the Projects Support Division. This newer version of the MSI is a highly comprehensive publication, and has proved very popular with medical students from around the world.

Although the MSI is a non-scientific, non-peer reviewed publication, submissions are nonetheless reviewed by a team of editors, and

medical students worldwide

IFMSA Booklet

19

IFMSA Booklet

The official publications of the IFMSA form an important channel of communication within the Federation. The content of each publication is written and edited by medical students, thus enabling future doctors to acquire invaluable experience in communicating with their peers and colleagues.

{ IFMSA }

Advocacy

2013 - 2014

IFMSA has a long history of empowering medical students to tackle global health issues that matter to our generation. As an international federation, we are in an optimal position to influence decisions taken on a global level as so to shape the healthy and sustainable future we want. The Federation has been using advocacy as an important tool to maximize its positive impact on communities around the globe.

In the past few years IFMSA has consolidated its advocacy efforts. The theme of the IFMSA General Assembly in March 2013, “Advocacy and the Physician in Training,” acknowledged that advocacy and medicine are inseparably intertwined. And discussions at international conferences and reports by eminent organizations have highlighted the ever-increasing need for physicians to be wellequipped with advocacy skills. Despite this, medical curricula are generally poor at preparing future physicians in this area. This is why IFMSA is taking the lead.

Within IFMSA, advocacy training and global health education are commonplace and ever-growing. So far our workshops have

20

proven highly popular amongst both medical students and external guests alike. External representation is going well, with IFMSA delegations contributing to discussions on important health topics at many high-level conferences and events including, but not limited to, the annual World Health Summit; the United Nations Open Working Group on Sustainable Development Goals meetings; and the biannual International AIDS Conference. At these events, potential solutions to global health issues as well as impact-oriented interventions are delivered, and recognised by key international health players.

In May 2013, IFMSA organized its first-ever “Pre-World Health Assembly for Youth” (directly preceding the 66th World Health Assembly), convening 30 participants from 22 countries and consisting of a series of workshops for students and young people interested in health.

The event had three primary goals: 1. To provide a venue for youths (both young individuals and youth organizations) attending the World Health Assembly to work on advocacy efforts collectively, in order to

www.ifmsa.org

{ International Federation of Medical Students’ Associations }

strengthen the voice of youths worldwide during health negotiations. Amongst many other things, delegates were involved in: - Preparing a joint strategy and working plan for the World Health Assembly

IFMSA Booklet

- Planning for potential areas of collaboration and joint action beyond the World Health Assembly 2. To develop skills in advocacy, health care leadership, and policy engagement amongst youth participants.

3. To empower youth participants to take on further advocacy projects, in order to promote youth education and empowerment in global health.

In 2014, IFMSA is planning its second Pre-World Health Assembly for Youth, and developing institutionalized advocacy trainings to respond to members’ growing need for effective global health advocacy skills and tools.

Furthermore, similar workshops and trainings are to be delivered at IFMSA’s General Assemblies, Regional Meetings, and national-level events. The Federation is dedicated to enhancing the provision of a wide range of skills in advocacy in order to produce a generation of medical students equipped to change the world for the better!

IFMSA’s advocacy priorities: • Social Determinants of Health and Health Equity.

• Health in the Post – 2015 Development Agenda.

• Sexual and Reproductive Health and Rights.

• Meaningful Youth Participation in Health Policy.

• Human Resources for Health and Transformative Education for Healthcare Professionals.

medical students worldwide

IFMSA Booklet

21

{ IFMSA }

Official Partners

Official relationships of IFMSA with other organizations are based on the areas of health, education, science and social and humanitarian affairs. There are a number of intergovernmental and nongovernmental organizations which are IFMSA partners in fruitful and long-lasting collaborations.

Our most important partners include:

2013 - 2014

The United Nations

The IFMSA has Special Consultative Status with the United Nations through the Economic and Social Council.

The World Health Organization

The IFMSA has been in official relations with the World Health Organization since 1969

UNESCO

The IFMSA is continuing operational relations with the United Nations’ Educational, Scientific and Cultural Organization (UNESCO). Joint work focuses on HIV/AIDS, human rights and capacity building in the IFMSA.

The World Medical Association

The collaboration between the IFMSA and the World Medical Association (WMA) has been one of the most successful and rewarding. Although IFMSA is entirely independent of the WMA, it is often referred to as WMA’s student branch.

The IFMSA is also working together with: • • • • • • • • • • • • •

22

UNAIDS (Joint United Nations Programme on HIV/ AIDS UNFPA (United Nations Population Fund) UNHCR (United Nations Refugee Agency) UNICEF (United Nations Children’s Fund) Global Health Council European Youth Forum (YFJ) AMEE (Association for Medical Education in Europe) IFHHRO (International Federation of Health and Human Rights Organizations) EMSA (European Medical Students’ Association) AMSA (Asian Medical Students’ Association) IPSF (International Pharmaceutical Students’ Federation) EPSA (European Pharmaceutical Students’ Association) IFISO (Informal Forum of International Student Organisations)

• • • • • • • • • • •

FIGO (International Federation of Gynecology and Obstetrics) IAVI (International AIDS Vaccine Initiative) MTV Staying Alive WONCA (World Organization of Family Doctors) UICC (Union for International Cancer Control) AMC (Academic Medical Center) Geneva Graduate Institute of International and Development Studies IPAS PMNCH (Partnership for Maternal, Newborn and Child Health) GHWA (Global Health Workforce Alliance) ICMYO (The International Coordination Meeting of Youth Organizations)

www.ifmsa.org

{ International Federation of Medical Students’ Associations }

............................................................................................................................................................................................................................................. ............................................................................................................................................................................................................................................. ............................................................................................................................................................................................................................................. ............................................................................................................................................................................................................................................. ............................................................................................................................................................................................................................................. ............................................................................................................................................................................................................................................. ............................................................................................................................................................................................................................................. ............................................................................................................................................................................................................................................. ............................................................................................................................................................................................................................................. ............................................................................................................................................................................................................................................. ............................................................................................................................................................................................................................................. ............................................................................................................................................................................................................................................. ............................................................................................................................................................................................................................................. ............................................................................................................................................................................................................................................. ............................................................................................................................................................................................................................................. ............................................................................................................................................................................................................................................. ............................................................................................................................................................................................................................................. ............................................................................................................................................................................................................................................. ............................................................................................................................................................................................................................................. ............................................................................................................................................................................................................................................. ............................................................................................................................................................................................................................................. ............................................................................................................................................................................................................................................. ............................................................................................................................................................................................................................................. ............................................................................................................................................................................................................................................. ............................................................................................................................................................................................................................................. ............................................................................................................................................................................................................................................. ............................................................................................................................................................................................................................................. ............................................................................................................................................................................................................................................. ............................................................................................................................................................................................................................................. ............................................................................................................................................................................................................................................. ............................................................................................................................................................................................................................................. ............................................................................................................................................................................................................................................. ............................................................................................................................................................................................................................................. ............................................................................................................................................................................................................................................. ............................................................................................................................................................................................................................................. ............................................................................................................................................................................................................................................. ............................................................................................................................................................................................................................................. ............................................................................................................................................................................................................................................. ............................................................................................................................................................................................................................................. ............................................................................................................................................................................................................................................. ............................................................................................................................................................................................................................................. ............................................................................................................................................................................................................................................. ............................................................................................................................................................................................................................................. ............................................................................................................................................................................................................................................. ............................................................................................................................................................................................................................................. ............................................................................................................................................................................................................................................. ............................................................................................................................................................................................................................................. ............................................................................................................................................................................................................................................. ............................................................................................................................................................................................................................................. ............................................................................................................................................................................................................................................. ............................................................................................................................................................................................................................................. ............................................................................................................................................................................................................................................. ............................................................................................................................................................................................................................................. ............................................................................................................................................................................................................................................. .............................................................................................................................................................................................................................................

medical students worldwide

IFMSA Booklet

23

IFMSA Booklet

Notes