SCOME WORLDWIDE REPORT 2019
IFMSA
The International Federation of Medical Students’
Imprint Standing Committee Director Catarina Pais Rodrigues International Team Marouane Amzil Silvia Astefanei Alaa E. Defallah Mohammad N. Shuja Obada Al-Nahawi Mindaugas Galvosas
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is
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Introductory Note
Contents
Page 4
General Overview Page 5
SCOME Structure and Activity Page 7
Capacity Building Page 9
External Representation Page 11
Communication with the SCOME IT Page 13
Regional Overview
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Africa
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Americas
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Asia Pacific
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Eastern Mediterranean
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Europe
Introductory Note The SCOME Worldwide Report 18-19 aims to give an overview on the Medical Education related activity of IFMSA’s National Member Organizations (NMOs) and build on the information collected with clear ideas and examples on how to develop this activity. The document is divided according to the considered key areas of activity - SCOME Structure, Capacity Building, External Representation and Communication with the International Team. It also elaborates on the worldwide and regional perspectives. This report refers to the data collected throughout the term 2018-2019, through the SCOME Baseline Assessment and the NMO Report. The SCOME Baseline Assessment was distributed to the National Officers on Medical Education (NOMEs), via the NOME server and the NOMEs Worldwide whatsapp group. To address the lack of responses, similarly structured questions were added to the SCOME part of the NMO report. Data analysis was conducted by the SCOME International Team. The information shared is the result of the compilation of statistical data, adding in the review of the qualitative questions and the perspective of the SCOME International Team members over each area of activity. In the future, it would be important to look into approaches to increase the amount of responses from NOMEs. It is also necessary to try to standardize part of the questions on the NMO report, in order to collect and measure data over time. In the hope of presenting the first of many, here’s the SCOME Worldwide Report 18-19.
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General Overview The analysis of the data has allowed us to have an overview of SCOME on a global scale. IFMSA currently counts 102 NMOs that are active in Medical Education. The motivation of NMOs to be active in Medical Education is linked to providing a platform for medical students to take action regarding several Medical Education issues they are facing in their Medical Education Systems, such as: - Quality of the Medical Curriculum: through either adequate teaching or assessment methodologies, as well as the exposure to clinical skills development in hospital based learning environment. Additionally, Accreditation of Medical Schools represents an important preoccupation for NMOs who are active in Medical Education. - The Social Accountability of the Medical Curriculum: 44 NMOs stated in our Baseline Assessment that their curricula doesn’t meet the healthcare needs of the population they are mandated to serve. - Access to Medical Research: 33 NMOs stated in our Baseline Assessment that medical students lack opportunities to conduct Research projects within their universities, hindering the development of their Research skills. Facing these issues, our NMOs are actively promoting medical students meaningful involvement in their Medical Education Systems through a variety of Activities in order to tackle the aforementioned issues, of which we mention:
- Educational Activities (91%) such as seminars, workshops, conferences‌ in order to provide their peers an alternative platforms where they are more exposed to developing their medical skills. They are considered the main type of activity conducted by members worldwide, as it represents at least 50% of the activity for 74.7% of NMOs. - Medical Education Research projects, which are conducted by more than 29% of NMOs as a main activity, they lead to developing evidence based Advocacy Campaigns, as it represents a main type of activity for 38% of NMOs. - Additionally, SCOME represents in NMOs an opportunity to create a Students Support System in universities, whether through peer education or advising on career opportunities, as it is the case for more than 38% of NMOs.
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General Overview These types of activities are compatible with the IFMSA Programs Framework, since many NMOs enroll their Activities in the respective Programs as you can check them in detail through the following link. Almost half (45,5%) of the NMOs activities in SCOME are not enrolled to their respective IFMSA Programs, and only 23.1% of NMOs have enrolled more than half of their activities to the IFMSA Programs. This finding can be linked to how much NMOs acknowledge the IFMSA Programs and their importance in creating an impact on both local and global levels in IFMSA. Further work shall be done by the International Team in the future in promoting IFMSA Programs amongst NMOs.
Another consideration to draw from the questions, comes with the interest expressed by NMOs to broaden SCOME’s scope of work and build on several of the IFMSA Global Priorities. The data collected on the August Meeting NMO report showed preferences for certain Global Priorities such as Non Communicable Diseases, Social Accountability of medical schools, Antimicrobial Resistance, and Environment, Climate Change and Health. The SCOME International Team developed a document in order to guide NMOs work on Global Priorities through Medical Education (link). For the 13% of NMOs not active in Medical Education, the main reason identified is the existence of another student organization whose main work area is Medical Education, especially when it comes to student representation in the curriculum board of universities. On these cases, we would still encourage the different student representatives to collaborate and develop joint efforts, as there is always the potential to learn from each other’s action and benefit from working within the IFMSA community.
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SCOME Structure and Activity Each NMO builds a structure in terms of activity focus, responsibilities of members and the relationship between the national and local organizations that suits their needs and their intended intervention. The questions posed on this section aimed to show that beyond the differences between organizations, SCOME has a set of approaches to work on which we can focus to learn from the experiences and grow the activities worldwide. On the general overview section, the data presented suggested that 102 NMOs are working in Medical Education. The structure that supports the work varies according to the structure of the NMO, established collaboration with the Local Committees and development of the Standing Committee. Nevertheless, there are some common traits worth highlighting: - Most NMOs have a national officer for medical education (NOME), whose responsibilities and position within the national team depends on the NMO. There are cases where the NOME is part of the Executive Board or the workload is shared between more than one representative. - Some NOMEs have National Assistants to support their work and that carry out tasks on a specific working field of the SCOME activity. - The NOMEs work with a network of local officers for medical education (LOMEs) which are usually representatives of the medical schools in the country. - The role of the Local Committees is split between having independent SCOME activity, contributing to the national SCOME activity or implementing national activities. - For the NMOs that choose not to have a SCOME Structure, some of the reasons are related to the NMOs being newly established and only initiating the work with the Standing Committee or the work being assured by another students’ organization or student representatives in the medical schools or universities governance structures
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SCOME Structure and Activity Another important feature to understand the structure of a NMO is to characterize the type of SCOME activity. The work in Medical Education can be focused mostly on: - Advocacy based activity - NMOs work with external partners such as medical schools, national government or education institutions (eg. accreditation agencies) addressing issues students find important for a quality medical education and aiming to promote the necessary changes. - Project based activity - NMOs implement projects after identifying learning gaps or opportunities to build capacity amongst medical students On the activities developed, NMOs worldwide showcase different levels of SCOME activity on a national scale. Most of the SCOME active NMOs conduct yearly at least 1 SCOME related activity. Different ranges of SCOME activity are observed in different NMOs, as for example 32,2% of NMOs conduct 1 to 5 SCOME related activities during the term, while 21,5% is leading more than 20 activities in the same timeframe. This difference can be related to different factors, such as the NMO and SCOME structure, as well as the type of Activity of the respective NMO. The following map highlights the level of activity for each NMO, measured by the number of activities conducted per term.
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Capacity Building Capacity Building is a broad term that has gained increasing attention in IFMSA and its NMOs. It refers to the planned initiatives taken on to develop the knowledge, skills and attitudes of a group of people. NMOs can choose the means out of which they build capacity according to national activity, the members’ needs and the ability to deliver quality opportunities. Understanding NMOs’ approaches is important to recognize different ways to tackle member engagement and development in the organization, gathering new ideas for activities and, on an international level, to develop relevant resources that support this work. Amongst the preferred activities to build capacities are:
- Local and National SCOME Workshops, usually these activities are set out to develop members knowledge about medical education and have an important practical component to confront participants with the challenges of applying the concepts to the daily experiences - SCOME Sessions in National General Assemblies, these meetings can be an important space to engage a critical mass of members to further discuss and develop the national work. It can also pose as a moment to seize the expertise of the participants in the meeting and implement workshops - Manuals, student organizations face a challenge with the high turnover of people over the years. A good way to assure the information and the knowledge acquired remains and is shared throughout the organization is to document it. - Webinars, are another mean of interaction that can overcome geographical and financial challenges. Webinars can be more informative, tutorial or discussion based, only depends on the facilitator
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Capacity Building Taking in consideration the topics on which members would like to develop skills on advocacy and leadership is a recurrent need expressed by National and Local Officers, alongside competencies in communication, time and project management, critical thinking and motivation. SCOME has two well established workshop aiming to respond to the mentioned needs - Training Medical Education Trainers (TMET) with a focus on developing participants knowledge in medical education and soft skills, enabling them to outline and conduct sessions on Medical Education topics; and Advocacy in Medical Education Training (AMET) which aims to provide and develop skills for participants to be able to lead, advocate and empower others to make a change in Medical Education. The content for the above-mentioned tools are provided mainly by IFMSA (Google Drive, Website, shared guidelines, toolkits etc.) or NMOs. Yet, 10% of the respondents call in external NGOs, scientific publications or legislations when working on the sessions. Unfortunately, Ÿ of NMOs don’t have this content structured in a centralised database, which can lead to misplaced documents across the terms and loss of institutional memory in time. Over the last few years, the SCOME International Team developed and shared a public folder with relevant resources for SCOME, available to everyone interested (link).
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External Representation Working in Medical Education is inherently linked to external representation, as the education process includes teachers, administrative bodies, institutions and governmental bodies and the close collaboration between the health and higher education sector. As an NMO develops their SCOME activity, it may start collaborating with universities to implement more activities or advocate for changes in the curriculum, establish partnerships with national medical education associations and approach the ministries to take action on relevant and priority issues. Most of the NMOs inquired collaborate with Medical Education externals and apart from the ones already mentioned they work with other students’ organizations, non governmental organizations, accreditation agencies and medical specialist societies.
In case you were wondering how can you collaborate with the different organizations, here are some ideas: - Advocacy & Campaigning: in cases where we need to raise awareness or influence important decisions: - Ministries & Medical Associations: mostly in the form of advocacy & campaigning particularly surrounding the topics of Accreditation & Quality Assurance, Global Health Workforce planning & forecasting - Medical specialist societies: integration of certain topics into the curricula, political reasons to bring attention to specific areas of medicine, SCOPE national recognition & support - Projects: the main stakeholders who can support projects in terms of logistics, funding or even offering expert speakers are: - Medical specialist societies - Universities - Medical Associations - Other NGOs - Other SOs - Student representation: in this case, we are referring to having NMO members involved in crucial decision making processes: - Faculty committees - Government working groups (when they are developing relevant policies) ifmsa.org
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External Representation Before approaching anyone, keep in mind the following: - Have a very clear plan for the collaboration: know exactly where you are going to need the partner and how they can be of help - Present the benefits of them collaborating with you very clearly: make sure they understand what their gain is. - Read up on the organization or individual before, to get fully accustomed to their work! - Set up a formal, face to face (if possible, otherwise online) meeting: make sure to arrive on time, outline your ideas eloquently and dress appropriately. - Do not give up: if it is a partner you really should be working with keep trying (without becoming too clingy, though!)
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Communication with the SCOME IT IFMSA work is based on the cooperation between NMOs and the SCOME International Team should facilitate and promote it. NMOs expect the SCOME International Team to: - Improve the communication with NOMEs and members, through increasing the contact whether through a regular formal communication with the NOMEs or informal communication through the Regional Assistants with setting collective regional NOMEs OLMs. Another suggestion was to create an online forum for NOMEs with thematic discussions, in a way that allows continuous discussions among NOMEs and sharing regular updates of their achievements. - Increase the support on their local and national activities by supporting the establishment and development of their SCOME structure, providing information about IFMSA Programs and encouraging enrollment and enhancing the visibility of SCOME activities worldwide in the SCOME Channels. - Share more capacity building opportunities and resources: for example NMOs have stated that the main SCOME document used was the SCOME Manual, as it has been mentioned by 82 NMOs in comparison with other manuals SCOME has produced, such as the Students Toolkit for Social Accountability or The NOME Manual that each have been mentioned by less than 10 NMOs.
Communication and collaboration has been overall satisfactory throughout the term, as NMOs have been able to rate and give feedback to the SCOME International Team work on the following areas: - Support to their SCOME related activity: 3.77/5 NOMEs suggested that RAs would be more involved in their national work in SCOME, through getting informed and monitoring the different activities NOMEs conduct. Additionally, NOMEs emphasized on the importance of setting an early communication from the RA, as it could start with online meetings destined to develop the necessary skills for NOMEs (involvement in IFMSA, knowledge about standard procedures, etc.)
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Communication with the SCOME IT - Promoting collaboration between the NOMEs: 3.55/5 NOMEs have expressed the need of initiating and maintaining a strong collaboration framework, through fostering an exchange environment between different NMOs so as to share their respective experiences in SCOME and discuss common issues in Medical Education. - Communication of opportunities to members: 4.02/5 Members have been overall satisfied with the communication initiated from the SCOME International Team. However they pointed out the need for sustaining it with the NOMEs throughout the term. - Involvement in the SCOME International Team work: 3.7/5 Members appreciated the increase of their involvement in the SCOME international work. However, they pointed out the need for making the communication more clear so as to understand what are the international team’s expectations from members, so they would act upon it accordingly. Members have also expressed a lack of understanding the roles of the different members of the SCOME International Team, as they didn’t know whom to contact for which matters. Many initiatives have been undertaken to respond to the NOMEs feedback this term such as: • the adopted changes to the SCOME Regulations, introducing the “SCOME Active status” which would increase accountability in the relationship between NMOs and RAs, as well as restructuring the task distribution of the International Team; • The NOME buddy system where we would group NOMEs from different regions according to their areas of interest to develop common projects. Unfortunately, this has proven unsuccessful due to the lack of available NOMEs. Nonetheless, some NOMEs offered help and have proven to be a great added value to the conclusion of some projects such as Guidelines for SCOME Camp and SCOME Schools and NOME manual translations; • the communication guidelines implemented at the beginning of the term, as well as a webinar plan and a campaign was set to improve on the communication. A suggestion for the next terms would be to not only share the Annual Working Plan in its formal document, but also create visuals and promotion so that National Officers have an understanding of the IT timeline, where and when can they get involved. It will be up to all the SCOME community to make sure we strengthen the collaboration within IFMSA between different regions, NMOs and with the International Team.
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Regional Overview Africa 6 NMOs out of 23 responded to our SCOME Baseline assessment. This, together with the input from the NMO report has helped to shape the picture of the African region and guide IT/RA work. All 6 responsive NMOs are active and work in medical education with a clear structure. They all work in both project and advocacy based activities. There was a pleasing diversity in the activities carried out by african NMOs, eg: educational Activities (workshops, seminars, conferences...), advocacy campaigns, students support systems (representation within faculty, tutorship) and medical education related research. Most NMOs seemed to face a challenge with knowledge dissemination and capacity building due to limited resources and trainers. This is something that we are working to address this term on resource availability and supporting TMETs in SubRegional Trainings. Other specific action points for the Regional Assistant will be to increase online trainings for NOME’s in relevant deficient skills mentioned like activity management, member engagement, program enrollment etc. Overall, it was impressive that many NMOs report having partnered with externals which include among others, Ministries of health, higher education and national medical education associations. The main medical education issues to improve in the Medical Education System raised in responses were: - Medical Curriculum that meets the health needs of the population - Exposure to clinical skills and development of competencies - Medical Students Representation and involvement of Student in Medical Education Deciding Bodies - Accreditation of Medical Schools - Access to Medical Research In order to address these regional challenges, this years regional priority will be Accreditation of African medical schools as this is the lever that will lead to review of curricula, ensuring its contextualization and its update to develop competencies required by the 21st century healthcare professionals. Since accreditation greatly emphasises on involvement of students, advocating for it will ultimately result in greater student engagement in their education. In regard to access to medical research, the SCOME and SCORE IT are working jointly in a SWG to address this during this term.
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Regional Overview Americas Out of the 30 NMOs of the Americas Region, the SCOME International Team has been able to have an insight on SCOME in 26 NMOs from the region, through their responses on the SCOME Baseline Assessment as well as the NMO Report. A significant number of NMOs (23) are active in Medical Education, whether when it comes to developing Extracurricular Educational activities, Medical Education related Research, as well as being involved in Student Representation and Advocacy. These type of activities define the orientation of SCOME, as some NMO base more their activity on Extracurricular Activities, as others are more oriented towards developing and implementing advocacy plans. However, a significant number of NMOs (10) are active in both creating extracurricular educational opportunities, simultaneously with students representation and advocacy. This NMO Activity in Medical Education is structured differently among NMOs, who most report they have a team of LOMEs collaborating with a NOME on a national level, or a team lead by a NOME and consisting of National Assistants. Collaboration within the SCOME team has many aspects, as local committees either conduct independent activities and contribute to the SCOME national activity, or they implement directly the activities proposed on the national level. To ensure members awareness and involvement in the committee’s work, NOMEs elaborate different capacity building tools, such as SCOME local and national trainings, SCOME Sessions in NGAs, as well as manuals and webinars. Our report has also enabled us to have an overview on what are the main issues faced in the Medical Education System, of which Access to Medical Research, Quality Education, Social Accountability of the curriculum, and student representation were the most common in the Americas. Consequently, these priorities represented the most relevant to the NMOs: - Social Accountability of Medical Schools - Global Health Education - Antimicrobial Resistance - Environmental Health and Climate Change So as to strengthen NMOs impact in Medical Education on a local level, support from the SCOME International Team is most recommended in Capacity Building, Activities design and implementation, as well as External Representation in Medical Education on a local and regional scales.
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Regional Overview Asia-Pacific Overview This time 15 NMOs out of 23 responded to the SCOME Baseline assessment, which together with NMO report (16/23 responses) helps the SCOME RA to structure his work according to regional needs. 5 NMOs lacks the SCOME Structure for which the SCOME RA will coordinate with their NOMEs to establish a SCOME Structure. 80% of the NMOs are working actively on Medical Education. NMOs activities comprise mostly of Educational Activities (workshops, seminars, conferences,...), Medical Education related Researches and Advocacy campaigns. Of the SCOME active NMOs 66% have both Project based and advocacy based activities while remaining 33% have only project based activities, NGA Sessions and National SCOME Workshops are the main capacity building opportunities in the region. Universities are the main collaborators however there is also another Student organization also working on Medical Education in asia pacific named Asian Medical students associations. Main Issues: The main Medical Education system issues AP NMOs face are • Medical Curriculum that meets the health needs of the population • Good teaching, learning and assessment methods • Exposure to clinical skills and development of competencies • Medical Students Representation • Access to Medical Research To tackle these issues the SCOME RA intends to build the Capacity of SCOME members of the region through Online meetings with the NOMEs and Through the Webinars of IT, one of the main opportunities to build the capacity of members is SCOME Sessions of APRM. where we’ll keep sessions on Curriculum Development, Assessment and evaluation and Meaningful students involvement. also a SWG of SCOME IT is working on access to medical research. All the available resources would be shared with the NMOs Future Plans: Build capacity of members of the region to be more SCOME active and have more advocacy based alongside project based activities. Improve the communication between SCOME IT and members of the region to be more able to provide support to NMOs. Ensure equal representativity of NMOs in selection of APRM19 Sessions team. Encourage AP NMOs to get more involved in SCOME IT work. ifmsa.org
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Regional Overview Eastern Mediterranean - General Information (incl. Section about Not SCOME Active NMOs) This term, 12 NMOs from EMR have responded to our SCOME Baseline Assessment form, and the data collected now helps SCOME RA shaping and developing NMOs.EMR NMOs mostly SCOME Active and they don’t have any other student organization working on medical education They are 50% project-based and 50 % both project-based and advocacy-based. - SCOME Structure SCOME Structure in EMR is NOME(s), NOME Assistant if LOME(s) with nearly 4-5 LC in each NMO except for Egypt and Iraq have the highest Main SCOME role at the national level is Independent SCOME Activity, Implementing National Activities, Contributing to the National SCOME Activity Common medical education issues that EMR shares are • Medical Curriculum that meets the health needs of the population. • Access to Medical Research. • Good teaching, learning and assessment methods. Regarding the activities done to tackle those issues through Educational Activities (workshops, seminars, conferences...), Advocacy campaigns, Student support systems (representation within faculty, tutorship...). - Capacity Building EMR feels that soft skills are required to be a NOME or LOME starting from Project management, communication, Time management, Advocacy .and most one lacking is Time management as it the only struggle they find. How they can upgrade those skills and knowledge is all about the IFMSA trainings as TMET and AMET. Most NMOs are willing to host a training but either lack of interest of students or financially time impossible. - External Representation - Responses showed that 5 out of 9 NMOs have a collaboration, mostly with health and education ministry and national medical education association, 2 out of 5 had collaboration with their universities.
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Regional Overview Europe General Information about SCOME in Europe This term, 34 NMOs from Europe have responded to our SCOME Baseline Assessment form, and the data collected now helps SCOME RA for Europe shape and structure the work. NMOs that are not working in the field of Medical Education have indicated that the reason behind it is the work done well by other students’ organisations working in the field, however, almost all NMOs are interested in Capacity building opportunities within the SC topics and more. It is great to know that SCOME active NMOs in Europe tend to collaborate with National pharmacy students’ organizations, students’ unions, University representatives, Scientific students’ societies and EMSA. Moreover, almost all NMOs collaborate with the respective Universities and most of them, with Health and/or Education ministries. Issues in Medical Education Systems Data received and analysed from the assessment as well as input collected during personal OLMs with NOMEs show that there are these major struggles in the medical schools of Europe: • Medical Curriculum that meets the health needs of the population • Good teaching, learning and assessment methods • Exposure to clinical skills and development of competencies • Medical Students Representation • Access to Medical Research Taking into account the expressed struggles in the field of Medical Education, the plan of SCOME RA for Europe is to focus the work on action points that would cover the needs of having available resources and guidance (including good practice examples from other NMOs: activities, advocacy that has been done, outcomes and evaluation) for the NOMEs. Also, initiating discussions in various innovative methods (webinars, OLMs for NOMEs, organising NOMEs Weekend, etc.) and efficiently managing the debate, providing IFMSA tools to cover the areas of advocacy, student representation, doing evaluation. Sharing and promoting CB (either soft-skills or clinical skills) opportunities is also an important aspect of the work of RA. Specifically in the area of access to medical research, the IFMSA ARRE survey was done and the results showed the lack of opportunities, that should be provided by the Universities, to learn about research during the years in medical school. SCOME and SCORE will continue to work on the development of Basic Research Competencies framework (BRCF) that one day could be used not ifmsa.org
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Regional Overview only to track the dynamics of skills for research practice, but also for shaping medical curriculum: including into curriculum or improving existing research education modules. - Capacity Building (CB) Skills indicated as a need for a position of NOME/LOME are: Leadership, Empathy, Advocacy, Communication, Time management, Creativity. As only 16 NMOs think that they have the capacity to build up these skills, while the rest said they do not think that the NMO has a capacity to teach them, because of various reasons (lack of trainers (main cause in 55% of NMOs), lack of advocacy skills, rotating NMO members), SCOME RA for Europe will collaborate with the SCOME DA and CB RA for Europe to ensure that resources and relevant opportunities for CB are available and shared. While capacity in most NMOs is build by: NGA SCOME Sessions, Manuals, National SCOME Workshops, Local SCOME Trainings, it is clear that more promotion should be done for IFMSA pre-GAs workshops and SRTs in the region, as well as, well-structured handover should be discussed, so that the situation behind CB would improve.
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IFMSA
International Federation of Medical Students’ Associations
Dominican Republic (ODEM)
Lebanon (LeMSIC)
Saint Lucia
Lithuania (LiMSA)
(IFMSA-Saint Lucia)
Ecuador (AEMPPI)
Luxembourg (ALEM)
Senegal (FNESS)
Egypt (IFMSA-Egypt)
Malawi (MSA)
Serbia (IFMSA-Serbia)
Malaysia (SMMAMS)
Sierra Leone (SLEMSA)
Aruba (IFMSA-Aruba)
El Salvador (IFMSA-El Salvador)
Mali (APS)
Singapore (SiMSA)
Australia (AMSA)
Estonia (EstMSA)
Malta (MMSA)
Slovakia (SloMSA)
Austria (AMSA)
Ethiopia (EMSA)
Mauritania (AFMM)
Slovenia (SloMSIC)
Azerbaijan (AzerMDS)
Finland (FiMSIC)
Mexico (AMMEF-Mexico)
South Africa (SAMSA)
Bangladesh (BMSS)
France (ANEMF)
Montenegro (MoMSIC)
Spain (IFMSA-Spain)
Belgium (BeMSA)
Georgia (GMSA)
Bolivia (IFMSA-Bolivia)
Morocco (IFMSAMorocco)
Sudan (MedSIN)
Germany (bvmd)
Sweden (IFMSA-Sweden)
Bosnia & Herzegovina (BoHeMSA)
Ghana (FGMSA)
Nepal (NMSS)
Switzerland (swimsa)
Greece (HelMSIC)
The Netherlands
Grenada (IFMSAGrenada)
(IFMSA NL)
Syrian Arab Republic (SMSA)
Albania (ACMS) Algeria (Le Souk) Argentina (IFMSAArgentina) Armenia (AMSP)
Bosnia & Herzegovina – Republic of Srpska (SaMSIC)
Niger (AESS)
Taiwan - China (FMS)
Brazil (DENEM)
Guatemala (IFMSAGuatemala)
Nigeria (NiMSA)
Tajikistan (TJMSA)
Brazil (IFMSA-Brazil)
Guinea (AEM)
Norway (NMSA)
Thailand (IFMSAThailand)
Bulgaria (AMSB)
Haiti (AHEM)
Oman (MedSCo)
Tanzania (TaMSA)
Burkina Faso (AEM) Cameroon (CAMSA)
Hungary (HuMSIRC)
Pakistan (IFMSAPakistan)
Togo (AEMP)
Burundi (ABEM)
Honduras (IFMSAHonduras)
Palestine (PMSA)
Canada (CFMS)
Iceland (IMSA)
Canada – Québec (IFMSA-Québec)
India (MSAI) Indonesia (CIMSA-ISMKI)
Paraguay (IFMSAParaguay)
Catalonia - Spain (AECS)
Iran (IMSA)
Peru (IFMSA-Peru)
Turkey – Northern Cyprus (MSANC)
Chile (IFMSA-Chile)
Iraq (IFMSA-Iraq)
Peru (APEMH)
Uganda (FUMSA)
China (IFMSA-China)
Iraq – Kurdistan (IFMSAKurdistan)
Philippines (AMSAPhilippines)
Ukraine (UMSA)
Ireland (AMSI)
Poland (IFMSA-Poland)
Colombia (ASCEMCOL)
Israel (FIMS)
Portugal (ANEM)
Costa Rica (ACEM)
Italy (SISM)
Qatar (QMSA)
Croatia (CroMSIC)
Ivory Coast (NOHSS)
Cyprus (CyMSA)
Jamaica (JAMSA)
Republic of Moldova (ASRM)
Czech Republic
Japan (IFMSA-Japan)
(IFMSA-CZ)
Jordan (IFMSA-Jo)
Republic of North Macedonia (MMSA)
Democratic Republic of the Congo (MSA-DRC)
Kazakhstan (KazMSA)
Romania (FASMR)
(IFMSA-Uruguay)
Kenya (MSAKE)
Denmark (IMCC)
Korea (KMSA)
Russian Federation (HCCM)
Uzbekistan (Phenomenon)
Dominica (IFMSA Commonwealth of Dominica)
Kosovo - Serbia (KOMS)
Russian Federation – Republic of Tatarstan (TaMSA)
Venezuela (FEVESOCEM)
Rwanda (MEDSAR)
Zimbabwe (ZIMSA)
China – Hong Kong (AMSAHK)
Kuwait (KuMSA) Latvia (LaMSA)
Panama (IFMSAPanama)
www.ifmsa.org
Trinidad and Tobago (TTMSA) Tunisia (Associa-Med) Turkey (TurkMSIC)
United Arab Emirates (EMSS) United Kingdom of Great Britain and Northern Ireland (SfGH) United States of America (AMSA-USA) Uruguay
Yemen (NAMS) Zambia (ZaMSA)
medical students worldwide