Name of the activity: Training Medical Education Trainers

Country/NMO: IFMSA

Program: Medical Education Systems

 

Contact information: [email protected]

Type of the activity: Capacity Building

 

General description:

Making young voices heard is one of the cornerstones of IFMSA, as we are the official voices of medical students worldwide. Training our members in student representation and medical education shapes not only the quality of our future doctors, but also the quality of healthcare. But to continue to increase our impact not only towards our members at the General Assemblies, but also at the national and local levels, this Pre-GA in Training Medical Education Trainers will focus on empowering participants to initiate peer education based trainings at home to guarantee the implication of their members and make sure their organizations voices are heard.
IFMSA has a dedicated organ which aims to implement an optimal and efficient learning environment for all medical students around the world – the Standing Committee On Medical Education (SCOME). As medical students are directly exposed to medical curricula, they should rightfully be assumed to be experts on their educational system, and should therefore have an influence on the creation of an innovative curricula.
From IFMSA’s experience, it is often the medical students who are the strongest proponents for adapting their education to the needs of their community.
Before we as medical students can lobby for the highest standards and change in our Education, we should be aware of many topics curriculum design, assessment, research, learning methods and how to be a part from the medical education system, we should know what to change and how to make the change.

Focus area:

Students’ involvement in medical education | Non-formal/informal education

Problem statement:

Making young voices heard is one of the cornerstones of IFMSA, as we are the official voices of medical students worldwide. Training our members in student representation and medical education shapes not only the quality of our future doctors, but also the quality of healthcare. But to continue to increase our impact not only towards our members at the General Assemblies, but also at the national and local levels, this Pre-GA in Training Medical Education Trainers will focus on empowering participants to initiate peer education based trainings at home to guarantee the implication of their members and make sure their organizations voices are heard.
IFMSA has a dedicated organ which aims to implement an optimal and efficient learning environment for all medical students around the world – the Standing Committee On Medical Education (SCOME). As medical students are directly exposed to medical curricula, they should rightfully be assumed to be experts on their educational system, and should therefore have an influence on the creation of an innovative curricula.
From IFMSA’s experience, it is often the medical students who are the strongest proponents for adapting their education to the needs of their community.
Before we as medical students can lobby for the highest standards and change in our Education, we should be aware of many topics curriculum design, assessment, research, learning methods and how to be a part from the medical education system, we should know what to change and how to make the change.
IFMSA is an organization, which counts mainly on its members and medical students worldwide, thus capacity building and non-formal education are two main ways to achieve the needs, vision and mission of IFMSA.
SCOME is there to provide its members based on peer education and to call in the expertise of the international level. The workshop is considered to be the 1st step of a series of workshops directed towards flourishing Medical Education and Student Representation among medical students. More workshops are to be organized by the participants of this workshop who intend to become active as Medical Education Trainers.

Target groups and beneficiaries:

IFMSA Members with special interest in medical education.

Objectives and indicators of success:

Goal is to enable participants to:
Understand IFMSA’s medical education priorities, internally and externally.
Play an active role in education processes.
Make informed decisions as partners in the educational processes.
Represent their organization towards faculties and national and international organizations.
Pass on their knowledge as trainers in Medical Education.

Objectives
Provide knowledge about existing guidelines, (medical) education theory, models and trends from literature.
Provide skills for development of medical education, including student leadership and advocacy.
Empower and motivate participants to take action at a local and national level.
Gather and develop tools and resources for fostering communication and sharing of relevant information for students.
Provide skills in peer education and teaching.
Introduce the links of SCOME to the world of public health and social accountability.

Methodology:

1. Working hours
1.1The TMET should comprise of at least 24 working hours, not exceeding more than
10 hours per day.

3. Number of participants
3.1An IFMSA training is recommended to be given by 2 trainers. A maximum of 5
trainers and a minimum of 2 trainers are required for the training, depending on the
number of participants.
3.2Training are suggested to have a maximum of 20 and a minimum of 8 trainees.
3.3A trainer: trainee ratio of 1:5 is suggested.
3.4A trainer: trainee ratio above 1:8 will not be accepted.

6. TMET Topics
6.1 Mandatory Topics to include are:
6.1.1 Basic Training Skills

6.1.2 Education, Teaching & Learning

6.1.3 Assessment & Evaluation

6.1.4 Curriculum Planning , Development , & Implementation

6.1.5 Student Involvement

6.1.6 Professionalism & Ethics

6.1.7 Social Accountability

6.2 Recommended Optional Topics
6.2.1 Evidence Based Medicine.
6.2.2 Research in Medical Education.
6.2.3 Quality Assurance and Accreditation in Medical Education.
6.2.4 Transformative Learning

Full details can be found in the TMET Regulations:https://drive.google.com/open?id=1zZ–QN1XEa3CLiIpwjrFpqj_gVl4KfoJ

Plans for evaluation:

7.1 The TMET participant graduates when they attend the minimal number of hours
required (85% of the total TMET hours) and as soon as the 1st training session is
delivered. This should happen within 6 months after the TMET has concluded. It
is highly recommended to have the first training as soon as possible.
7.2 The topic of the TMET graduation session should be one of the topics included in
point 6, excluding “Basic Training Skills”.
7.3 For receiving certificates.
7.3.1 The participants should fill the pre and post assessment forms according to the
deadlines stated in section “TMET Preparations”
7.3.2 The TMET coordinator has to fill the TMET Report Form (Annex 5) and send
the participants list up to 6 weeks after the end of the TMET. And the TGFU
and updated participants list up to 6 months after the end of the TMET.