SCOME August Meeting 2016 Follow-Up Kit - Mexico

AM16 SCOME Sessions Conclusion Kit

Contents Contents ........................................................................................................................................................ 2 Message from Session Team Members ............................................................................................. 3 [Program Sessions] ................................................................................................................................... 5 Medical Education Systems ...........................................................................................................................5 Non-formal Education .....................................................................................................................................7 Entries to medical school ................................................................................................................................9 Teaching and Learning Theories ............................................................................................................. 11 Assessment ......................................................................................................................................................... 13 Evidence-based medicine & research ..................................................................................................... 15 How can you add something into your medical curriculum? ...................................................... 18 Searching for doctors rights....................................................................................................................... 21 Lifelong Learning & e-Professionalism.................................................................................................. 23 Health Employment and HRH ................................................................................................................... 25 Rural Health in Curriculum ........................................................................................................................ 26 Student involvement & Advocacy ............................................................................................................. 27 [Open Sessions] ........................................................................................................................................29 IFMSA/SCOME Introduction ...................................................................................................................... 29 SCOME Debate.................................................................................................................................................. 32 SCOME Regulations........................................................................................................................................ 34 Poster Fair.......................................................................................................................................................... 35 Living Library: NOME Presentation ....................................................................................................... 36 Evaluation ..................................................................................................................................................37 Contact information of SCOME IT and Session Team members ...........................................42

Message from Session Team Members Dear SCOMEdians,

August Meeting in 2016, a group of people gathered in Mexico. We discussed lots of topics and shared many different ideas from different countries. Although we don’t know whether we are going to meet each other again in the future, we believe that we will all keep on fighting for the better medical education somewhere in the world.

Thank you for attending the SCOME sessions. Without your active participation, the sessions would not be so efficient and fruitful. Wish you good luck in your IFMSA journey!

Sincerely, SCOME Sessions Team, AM2016

[Program Sessions]

Medical Education Systems Date: August 2nd Facilitators: Ying-Cing Chen (Angel) scomed@ifmsa.org

Expectations:  Participants can learn different routes of medical education systems  Participants have the opportunity to share their medical education systems in the group Methods:  Brain storming and small working groups (SWGs) Duration: 1 hour.

Agenda: - Intro of different types of medical education systems - Small groups: Give platform for participants to share their system of medical education - Presentation  Conclusion Conclusion: "What is your first imagination when you think about SCOME session?" "It might be a platform for us to exchange idea and share our medical education system." This hasn't happened in the last few General Assemblies, but in this AM16, it became the very first session in the first morning, and also the first shock for many participants.

In this session, just like National Food and Drink Party, we had a Medical Education Systems Party. It’s possible to have an overview of different medical education systems worldwide. We looked into the following topics:  Number of years for graduation  Internship years & when  Residency years & when  Mandatory years & when  Licensing situation: Any control of license? Too strict?  General quality & quantity of product: Too many medical students? Not trained enough?  …

Original file of presentation: https://drive.google.com/file/d/0B-dwjmq0E1McQmpmQ1p3UmE3WEk/view?usp=sharing Evaluation:

[Program Sessions]

Non-formal Education Date: August 2nd Facilitators: Petra medicalskills@ifmsa.org Pablo Expectations:  Participants can point out the difference between formal, non-formal and informal education.  Participants realize that NFE is important because it’s a major part of what IFMSA and the participants organize.  Participants learn how to review the quality of their non-formal educational activities.  Participants practice checking the quality of their own activities.  Participants get involved and motivated to work in NFE activities of IFMSA. Methods: Presentation. Discussion Duration: 1 hour.

Agenda:  Intro: Self reflection and sharing of impactful learning moments.  Brain pick: Difference between non-formal, informal and formal education)  Explain: NFE specifics and the non-formal education that we're doing in IFMSA  Introduce and practice: a check list to review the quality of non-formal educational activities  SWG's: Make initiatives for the future.

1. Resources they want for their projects(create resources document) 2. What questions still need to be addressed in this topic(create Q&A document), 3. Collaboration between activities they want (4. How to integrate the NFE into the formal curriculum/ How to increase the quality ensurance.)

Conclusion & presentation:

https://drive.google.com/open?id=0B4gqczInBLeBWjlvckJOX3BTNUU Evaluation:

[Program Sessions]

Entries to medical school Date: August 2nd Facilitators: Birk Ying-Cing Chen (Angel) scomed@ifmsa.org Description: Expectations:  The outcome of last GA Joint session is continued discussed in this GA (Link to the previous handout: https://goo.gl/OjS8T2)  Participants can learn different designs of the entries into the medical schools, and their pros and cons  Participants can have the opportunity to share the mechanism to enter the medical schools in different countries  Participants can understand the impact of selection on future physicians  This session can introduce and even implement the idea of the latest adopted policy statement Methods: Discussion, Brain storming.

Duration: 1 hour Agenda:  Brainstorm & Reflect: Why you? Why not others become medical students?  Intro: Different ways to enter medical schools (exams, interview, etc.)  SWG: Share the system in your group  SWG to Discuss & Reflect: What makes a good doctor? Does the selection process matters?  Conclusion + Add connections to the current Policy Statement (Widening Participation in Medical Education) Conclusion: This session was planned to introduced several routes to the medical schools at first.

However, plans can never keep up with changes. Although the prepared slides (attached below) was not able to present, participants learnt even more from the other participants. In this session, participants from different countries were open-minded to share their own experience when entering medical school. It's a very precious opportunity to listen to the first-hand opinions from Brazil, China, Portugal, Germany, and etc.

"How's your experience when entering the medical school?" From this question, everyone started to recall the moment we got the ticket to enter the medical school. There are different standards existing for selecting medical students, such as interview, academic performance, exam and even economic status. Regarding to the selection criteria, it's not about right or wrong, but about the core issue: "What makes a good doctor?" We believed that the criteria of selecting medical students should be based on the capacity that we expected from the future physicians. Also, we respected the regional diversity and cultural

difference that led to the very different criteria among the world, and do not limit ourselves in single guideline or theory.

Original file of presentation: https://drive.google.com/file/d/0B-dwjmq0E1McbTZ4OTZScUotcTQ/view?usp=sharing Evaluation

[Program Sessions]

Teaching and Learning Theories Date: August 3rd Facilitators: Petra medicalskills@ifmsa.org Pablo Expectations: ď Ź Participants can learn theories about teaching and learning. ď Ź Participants can apply the theory to their own curriculum, and point out where should be improved in medical education.

Methods: SWGs Duration: 1 hour.

Conclusion: For medical students in IFMSA, how to teach should be as important as how to learn.

We should not only focus on receiving the message from teachers unilaterally, but focus on the bilateral interaction of teaching and learning, and seek for the improvement of capacity building methods.

In this General Assembly, SCOMEdians were able to discover more theories, and try to think from the teacher's point of view. Through combining two different aspects, we can have a better oversight and dig into the core value of education.

After the session, we are now back to our school, taking the same class, but thinking in the different way. We started to apply what we learnt on the curriculum at school. The knowledge we gained in the session made us become more active and engage in the educating process. We, as medical students worldwide, believe that students play an important role in medical education, more than learning, we're involved in teaching.

Evaluation:

[Program Sessions]

Assessment Date: August 3rd Facilitators: Ximena Paredes, Mette Brouw Iversen Expectations:  Participants can understand the definition and purpose of assessment  Participants can have the opportunity to discuss and share assessment system used in their medical curriculum  Participants are able to point out the problems that needs to be solved in their assessment process, and have the opportunity to discuss the solutions and actions Methods:  Brainstorming, writing ideas on the flip chart, powerpoint slides, role play, SWGs. Duration: 1 hour Agenda:  Introduce: What is assessment, Purpose of assessment  Discuss/SWG: How to assess the learning outcome? Share your experience of assessment/evaluation in your school within the group.  Discuss/SWG: Is the assessment/evaluation reasonable? Work on improving existing methods of assessment.  Discuss: Assessment for medical schools: What kind of standards exist/ How can I use it as a student/ How can I hold my school accountable Evaluation

[Program Sessions]

Evidence-based medicine & research Date: August 3rd Facilitators: Alex Expectations:  The goal is basically to introduce participants to the concepts of (1) Research in medical education, (2) Evidence-based medicine, and how it influences standard of care in clinical decisions, (3) How to formulate PICO questions in research, and how to find answers.  SCOMEdians to bring back home: the ability to quote recent literature and data when they prepare presentations. interest in EBM and research. confidence to make presentations on the subject. desire to work together to keep expanding the project.

Methods: SWGs, Powepoint.

Duration: 2 hour Agenda:  (1) Intro to research  (2) EBM and standard of care  (3) How research and EBM are included in your schools  (4) How to implement it in your scone  (5) discussion Conclusion: In IFMSA, there's not an individual program existing that focus on research. However, there's a need from our members to learn about the research methodology and get involved in the scientific academic area. While some of the NMOs had already worked on the capacity building of research for medical students, we're glad to invite these NMOs to share their experience with the SCOMEdians.

In the coming future, we can foresee the importance of evidence-based education grows obviously. As the participants in the educating process, and as the target group frequently in the research process, we understand that medical students should be more active in the field of medical education research.

Original file of presentation: https://drive.google.com/open?id=0B5m0RiJg1BfuZjhOWFJWaU5kZlk Evaluation

[Program Sessions]

How can you add something into your medical curriculum?

Date: August 4th Facilitators: Bing Yu Chen organdonation@ifmsa.org Expectations:  By the end of this presentation, participants should be able to devise a theoretical strategy with the goal of responding to a well-defined need in the undergraduate medical education curriculum. In order to achieve this end-goal, participants should be able to:  Appreciate the complexity of medical education and understand their roles in filling curricular gaps  Perform a need assessment based on existing curriculum and recommendations from scientific literature and expert opinions  Define the main objective and plan the various steps involved in the curricular intervention  Research the available literature and curricular resources and seek collaboration from experts and relevant organizations in the design of a new curriculum  Understand the different ways available to integrate a curriculum at the local level  Employ an optimal dissemination strategy in order to expand the new curriculum in other medical faculties at a larger scale  Ensure sustainability of their educational interventions by using a top-down approach (i.e. creating new accreditation standards) and by assessing the impact of the educational interventions (i.e. using surveys) Methods: Brainstorming, Powerpoint, Flipcharts.

Duration: 1 hour Agenda:  Introduction to the presenter, the presentation objectives and the presentation outline (1min)  How medical education has changed over the past years (2min)  Why should medical students constantly question and seek to improve the medical curriculum (2min)  Quick overview of the major steps involved in changing the curriculum (5min): --Need assessment and background research --Setting an objective and a plan --Course design --Course dissemination --Course evaluation --Course accreditation  In depth and interactive analysis of a real case: introducing organ and tissue donation in Canadian medical schools (20min) --How the idea began

ď Ź ď Ź

--Writing the IFMSA-Quebec policy statement --Collaborating with donation experts on course design --Piloting the course at McGill University --Designing research projects --Gathering endorsements and expanding the network of collaborators --Empowering students in other universities --Seeking recognition from the Canadian Medical Association, the Medical Council of Canada and the Committee on the Accreditation of Canadian Medical Schools Take-home messages (5min) Question period (5min)

Conclusion & presentation: https://drive.google.com/folderview?id=0Byy7PwsfpR2xcFVveVZaTTU4TDA&usp=sharing Evaluation:

[Program Sessions]

Searching for doctors rights Date: August 6th Facilitators: Maria Gołębiowska ethics@ifmsa.org Expectations:  Participants can understand the coverage of the rights of healthcare providers  Participants can understand the importance of the rights of healthcare providers  Participants can know how to stand for the rights for doctors, know some examples and have the opportunity to practice Methods: Flipcharts, Small Working Groups Duration: 1 hour Conclusion: Medical practice is one of the most beautiful duties which protects the most precious gift - human health. In medical school we talk mostly about responsibilities of healthcare and protection of patients’ rights. Patients always come first and it is our duty to protect their health. In some situations, Protectors also need support. Rights of healthcare are those means of protection, which provide healthcare workers safe environment to fulfill their commitments without fear. During this session we discussed the theoretical basics but more importantly, will put it into practice in real life.

Original file of presentation: https://drive.google.com/open?id=0B4gqczInBLeBZy1aMEpUd3pZSVk Evaluation

[Program Sessions]

Lifelong Learning & e-Professionalism Date: August 5th Facilitators: Anil Expectations:  Participants can have the opportunity to discuss how to improve the lifelong learning (LLL) skills, and discuss the possibility to integrate LLL skills into formal education  Participants can realize the impact of Internet on professionalism, and discuss its pros and cons (e.g. Confidentiality, Defemation, Background checks, Patients' privacy and security)  The related policy statement can be implemented into this session (Global Policy on Medical Education, part 1&10 Methods: Flipcharts, Small Working Groups Duration: 2 hour Agenda:  Introduction / ice breaker  Lifelong learning + e professionalism : what do we know ? (Discussion)  Exercise : team discussion  Short video about e professionalism + experiences and examples  What can we improve/change to adapt the online med- world ?  Scome game  Tips / discussion  Feedback Conclusion & presentation: https://drive.google.com/open?id=0B0ncrHzyjQg1c2l2b3RoZEs3cTA Evaluation

[Program Sessions]

Health Employment and HRH Date: August 4th Facilitators: Diogo/Stijntje/Helene Methods: Flipcharts, Small Working Groups Duration: 1 hour Agenda: The roundtable guiding questions includes:  What are the social and economic costs of inaction in the health and social sector labour market?  What are the risks and impacts of imbalances and inequitable distribution of health workers and how can these be mitigated?  How can we ensure gender sensitive policies that enable women and girls’ opportunities to enter the health and social sector workforce? How do we engage women to engage in decision making related to structural inequalities they face in employment? -Helene  What are innovative ways of optimizing benefits and reducing harms arising from international mobility of health workers?  How can education and training models be transformed to build a fit for purpose health workforce?  What types of multi-sectoral responses have worked and why? What multi-sectoral actions can be taken to enhance commitment for coherent workforce planning, development, employment, protection and security?

Original file of presentation: https://drive.google.com/folderview?id=0BzG3YFov8dzkWGlpUkhjT2JmM2M&usp=sharing

[Program Sessions]

Rural Health in Curriculum Date: August 5th Facilitators: Monica healthsystems@ifmsa.org Methods: Flipcharts, Small Working Groups Duration: 2 hour Agenda: 15 min  Rural Health o definition, determinants, facts, overview of challenges (physical environment, urban vs rural populations (SDH), distance, service quality, health workforce…)

20 min 

Brainstorm with participants – why do doctors not want to work in rural areas? (lack adequate skills, far away, social and academic isolation, career opportunities, lack of supervision, language barriers, high workload etc etc.)

10 min present examples of how medical education is integrated in curriculum 20 min  Group participants to work on possible solutions related to medical education (admission of rural students/scholarships, decentralized schools, rural teachers, rural programs, extracurricular opportunities, rural rotations, motivation (mentorships, role-models).

15 min 

Presentations of ideas from group work

45 min 

Curriculum o Topics needed to work in a rural environment (SDH, hospital based vs community based – working with communities, culture/traditions, specialist vs basic care, interprof education, specific skills) - gather topics on flip-chart

o o

Ways to deliver information - pros and cons parallel discussions: (or just one)  mandatory rural health rotations  specialist service vs. basic care

15 min 

Country examples, take-home message and round-up

Original file of presentation: https://drive.google.com/folderview?id=0Bdwjmq0E1McSWs0NTE5NDRNUkU&usp=sharing

[Program Sessions]

Student involvement & Advocacy Date: August 6th Facilitators: Birk, Yazeed Methods: Flipcharts, Small Working Groups Duration: 1.5 hour Agenda:                   

Brain writing Cycle of Student Involvement Ladder of participation What is Advocacy?

Break down Advocacy in a simple sentence Discussion how campaigns currently work?

5 Steps of Advocacy SWG Closed eyes, remember what color your t-shirt is. Is there anything on it?

Graph Energizer – leave the circle Persuasive Communication Best pick-up lines Reflection of what just happened Elevator pitch Emotional vs rational Sell me the Pen Foot in the door Door in the Face

Conclusion: Advocacy is a strategic series of actions designed to influence those who hold governmental, political, economic or private power to implement public policies and practices that benefit those with less political power and fewer economic resources (the affected group).

Besides, it’s also important to kind in mind the 5 Steps of Advocacy:  Identify: Identify the problem that needs to be addressed.  Research: Gather the necessary information and ensure that the causes and effects of the problem are understood  Plan: When advocacy has been identified as the appropriate way to address the problem, a strategy needs to be formulated. An advocacy campaign action plan includes the goal, objectives, indicators, methods activities and timeline.  Act: Following the five good practices of an advocate, take action in agreement and coordination with everyone involved in the campaign.  Evaluate: Monitor actions and evaluate the results throughout the cycle. Decide what further action is appropriate or how advocacy could be done differently in the future to be more effective.

For most of the participants in AM16, this is the very first General Assembly in the IFMSA journey.

Besides, the word "Advocacy", is relatively unfamiliar, and it seems far from the life of a common medical student.

However, when it comes to SCOME, people who are fighting for the better medical education always kept the spirit of advocacy in mind. From why, who, to how to do an advocacy, students as active advocates can change a lot and influence much more than we imagined.

Evaluation

[Open Sessions]

IFMSA/SCOME Introduction Date: August 2nd Facilitators: Alex, Yazeed Expectations: ď Ź Participants can understand the vision and mission of SCOME, and know some culture of IFMSA. ď Ź This understanding may help participants to feel more familiar and comfortable in SCOME. Methods: Powerpoint Duration: 1 hour Conclusion: "The introduction to IFMSA" started from the history of human, to the history of IFMSA. Participants went back to the background when IFMSA was built in 1952 and knew the 3 Standing Committees (SCOME, SCOPE, SCOSH) as the beginning of the current IFMSA big family. As the value of the Federation has been developed in the past few decades, medical students nowadays have their stage at the international level, and tried hard to let their voice to be heard.

"The introduction to SCOME" was a session provided an overview of SCOME, and how could participants enjoy SCOME more in this GA. In order to guide the newcomers participating in SCOME to the most, the facilitators introduced not only the SCOME sessions agenda but also the Joint Sessions, Training Sessions and other events related to medical education in this General Assembly. Moreover, TMET (Training for Medical Education Trainers), an important system for capacity building in medical education, was also introduced to the participants at the very beginning of this session. Participants met all the TMET trainers from pre-AM16, and they also learnt about the opportunities to join TMET worldwide.

Original file of presentation: https://drive.google.com/open?id=0B5m0RiJg1BfuRzRFd2h5aHhuQ2M

Evaluation:

[Open Sessions]

SCOME Debate Date: August 4th Facilitators: Ying-Cing Chen scomed@ifmsa.org Expectations:  SCOME related Candidatures can take the opinions of the SCOMEdians into consideration  Participants can have the platform to raise their questions, concerns or supports regarding to the election  Participants can receive the reply from candidatures immediately Methods:  Debate Duration: 1 hour Agenda:  Introduce the way of the debate (The same as EB debate)  Introduce all the candidates to the audience  Deliver papers for questions (The question needs to specifically point out who should answer the question.)  Receive questions for 2~4 rounds, and the repeated or similar questions will be combined by the facilitator  Last comments from each candidates Conclusion: During the past 3 years, we barely have the chance to manage the candidates debating in the SCOME sessions. Moreover, this General Assemblies has the largest number of debates going on within GA period ever, including EB debates and SCOME Debate.

It's our pleasure to have Torsten, the Vice chair of the plenary team, to be the neutral moderator during this debate. To our surprise, there's a lot of questions regarding to the LME candidates, and the time for answering the questions was definitely not enough at all.

Finally, the candidates stayed after the session ended and answered the questions raised by the NMOs. No matter how many candidates we might have in the future, this General Assembly proved that SCOME Debate is a very good opportunity for SCOME members to approach the potential officials directly, which symbolizes the impact of SCOME individuals. For the better NMO involvement, we'd like to see more debates in SCOME sessions in the upcoming years.

Evaluation

[Open Sessions]

SCOME Regulations Date: August 4th Facilitators: Nofal Expectations:  Participants can have a view of current SCOME Regulations  Participants can vote for the proposals of amendment to SCOME Regulations Methods:  Oral Introduction Duration: 30 min Agenda: (planned if there’s proposals)  Presentation: The proposers take turn to come to the stage and explain their proposal of amendment, and each proposal has 1~2 minutes.  Discussion  Voting for amendments to SCOME Regulations, with the voting devices and technicians from publication team  Celebration Conclusion: From AM14 in Taiwan, SCOME started its regulations together with other Standing Committees. From then on, the SCOME Regulations has been modified with amendments during the SCOME sessions in different General Assemblies. These amendments, proposed either by NOMEs or by SCOME International Team, aimed at improving our Standing Committee and matching the need of our SCOME members.

In this AM16, although there's no proposal regarding to the SCOME Regulations, there's still a brief introduction of the use of regulations, and everyone were encouraged to review the details of regulations afterwards.

In the following General Assemblies, every 6 months, we can review the current version of SCOME Regulations and see if there's anything needs to be amended. Everyone who would like to submit their proposal is encouraged to raise their voice and express their opinions to all the other SCOME members. We're more than happy to see as more proposals raised by NMOs as possible. So, please engage as much as you can!

Original SCOME Regulations: https://drive.google.com/open?id=0B-dwjmq0E1McZmVXMlNkVWs2Ync Evaluation

[Open Sessions]

Poster Fair Date: August 3rd Facilitators: Katerina ra.scome.europe@gmail.com Expectations: ď Ź Each NMO have enough time to not only introduce their activities to other NMOs, but also listen to others' introduction. ď Ź Participants can gain the contact information of activity coordinator if they want to have future cooperation.

Methods: Posters Duration: 2 hour Conclusion: In each NMO, medical students worked on different fields in medical education. This diversity, the treasure of IFMSA, was fully alive during the SCOME Poster Fair.

In the fair, you can see many NMOs presenting their efforts on medical education issues and the structure of national Standing Committee (National SCOME). People were free to walk around and looked at the poster, and also had the chance to talk with the student representatives from over 30 countries worldwide.

Evaluation

[Open Sessions]

Living Library: NOME Presentation Date: August 3rd Facilitators: Nofal Expectations:  Participants can learn the various experience from NOMEs or active SCOMEdians  Participants can have the opportunity to share their effort and experience of international or local work on medical education  Participants can choose different topics based on their needs in their NMO Methods:  Interactive speaking Duration: 45 minutes Agenda: The NOMEs are:  Ximena (Paraguay): The difficulties we faced to keep SCOME working in NMO  Pablo (Ecuador): The Regional Activity - First Price in Americas RM Activity Fair  Cristina Perez Costoya (IFMSA-Spain): Holding a TMET  Yujin Kim (KMSA-Korea): Fighting against government (incl. Clinical exams problems)  Mário Fernando Gomes (IFMSA-Brazil): Activity coordinating  Claudia Ivett García Padilla (IFMSA-Mexico)  …

Conclusion: This session, created in MM16, has been useful for participants. People can ask the questions directly to the NOMEs, and received an international handover in IFMSA. Evaluation

Speed Dating with SCOMEdians Evaluation

SWG Discussion: Open Space for NMO Facilitators: Birk Methods: Posters, Small working groups Duration: 1 hour Conclusion: Hey everyone, it took some time, but there was no internet on Cuba, no time and Mexico and an exam knocking at the door. I do not know if you remember, but here is the summary for the SCOME-Exchange SWG: There are many points that have to be considered if it comes to a Project like SCOMEExchange.

One idea is to consider the exchange only for LOMEs and NOMEs due to the high amount of organisation, if it comes to an open exchange system. Having LOMEs and NOMEs on exchange, would focus on the knowledge development of ME-Systems around the federation. Alternatively there should be a selection criteria e.g. motivation letter or a point system. A different system is connected with a high workload for the NOME/LOME and we might lose the focus of SCOME. To overcome the language barrier and accommodation expenses a buddy-system might be implemented where two people match up, host each other and support each other.

Depending on the structure of studies, the exchange can last for at least one week to up to one semester. Participants suggested, that the exchange should be a minimum of one month. Facing a one month exchange, the buddy-system might not be the perfect solution.

As a model, the european governmental exchange systems ERASMUS or ERASMUS+ might be considered, if it comes to a one semester exchange.

To have an overview of different vacations in the different countries, a database should be formed with all academic calendars around the federation.

Furthermore, there have been questions like:  Is it possible to visit multiple universities in one country?  How do exams work? Can one take exams during that exchange?

List of Emails: Name

NMO

Email

position

Pablo estrella

Ecuiador

nome-aemppi.cc@gmail.com

NOME

Noemie Boss

Switzerland

mebeko@swimsa.ch

National SCOME working group

Fellipo

IFMSA Brazil

fellipocarlosson@hotmail.com

LP

Luis Vivar

IFMSA Panama

lome.cemos@gmail.com

LOME

M. Ben Amor

Tuneisia

benamor.maryem15@gmail.com

Active member

Linah Mohamed

egypt

Lina_hassanin@yahoo.com

Katerina

Ifmsa CZ

vyhnalkovakat@gmail.com

nome

Paulo

AACEM

paulopolamasco@outlook.com

nome

Jessica dowling

Malta

jessica.dowling.14@um.edu.net

Active member

Lianne k.

netherlands

lianneXXXX (not readable)

LOME

Nadine

Netherlands

nome@ifmsa.nl / nadinehoonhaut@gmail.com

Nome

Evaluation

Contact information of SCOME IT and Session Team members Angel Stijntje Gem Katerina Zamzam Lucas Zamzam

Contact: scomed@ifmsa.org Contact: lme@ifmsa.org Contact: ra.scome.asiapacific@gmail.com Contact: ra.scome.europe@gmail.com Contact: ra.scome.africa@gmail.com Contact: ra.scome.pamsa@gmail.com Contact: ra.scome.africa@gmail.com