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Academic Quality Support Division. Jennifer Vélez Academic Quality Support Division Coordinator. What is Academic Quality. Academic Quality is a support division inside the Standing Committee on Professional Exchange that is in charge of: Implementation of the Students\' Handbook

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academic quality support division

Academic Quality Support Division

Jennifer Vélez

Academic Quality

Support Division Coordinator

slide3

Academic Quality is a support division inside the Standing Committee on Professional Exchange that is in charge of:

  • Implementation of the Students\' Handbook
  • Rotation Checklists (together with the LORMA)
  • Coordination of SWGs/ workshops
  • Integrate the concept of Global Health in our exchanges.
slide6

The Logbook is a small handbook where the clerkship of the incoming student will be evaluated by the Tutor.

  • This evaluation will be trough comments of daily activities and checklists (approved by Medical Associations).
  • This logbook has to be given by the home NMO, then filled by the Host NMO (by the tutor) and brought back to the home NMO to be shown to the School dean (in case there is the need to validate the clerkship)
slide8

This support division will be in charge of :

  • Creation of a standard Logbook to be used as template in every country with some minimal adaptations to reach every NMO requirements
  • Reach the implementation of the Logbook to every NMO
  • Supervising the real use of the Logbook within the students
  • Reach the “Global Health” trademark of our exchanges
  • Manage all AQ problems in certain NMOs, including behavior from the incoming students
academic quality training
ACADEMIC QUALITY TRAINING

Topics:

  • Why should we care about academic quality?
  • Step by step guide to the handbook
  • Role play/advocacy training
  • Plan of action for implementation
why is this important
Why is this important?
  • Around 9000 students go on exchange every year
  • SCOPE have no shared standards for the academic part of the program
  • Few faculties recognize the exchange program as a valid part of the curriculum
  • Many students use SCOPE as a travel agency
  • This image gives us low credibility and makes our work much harder
the handbook step by step
The handbook step by step

What is in the handbook?

  • Introduction to IFMSA and SCOPE Exchange Program
  • Letter to the Supervising Doctor
  • Letter to the Student
  • Global Health Learning Objectives
  • Academic Quality Kit
    • Logbook
    • Checklists:
      • Clinical checklist
      • Surgical checklist
    • Tutor’s Evaluation
  • Final notes and remarks
the handbook step by step1
The handbook step by step
  • Introduction to IFMSA and SCOPE Exchange Program: provides to head of faculty, student and supervising doctor with general information about IFMSA and the SCOPE exchange program
the handbook step by step2
The handbook step by step
  • Letter to the Supervising Doctor: Gives a short introduction about IFMSA and SCOPE to the tutor and specifies the general tasks that the tutor should be in charge of during the clerkship.
the handbook step by step3
The handbook step by step
  • 2. Letter to the student: Short letter about academic quality and our motivations to the supervising doctor and the student
the handbook step by step4
The handbook step by step
  • 5. Global Health Learning Objectives: Gives the student the basics of Global Health that should be achieved during the clerkship
the handbook step by step5
The handbook step by step
  • Academic Quality Kit: the concept and the use of the handbook. This is also where the head of Home faculty will sign and stamp the handbook
    • Logbook: Here the student will include the learning experiences in the hospital day by day and the Tutor will sign each day in order to approve the daily activities
    • Checklists: Includes Activities that can be completed during the rotation, and the level of performance achieved
      • Examples: Clinical checklist
      • Example: Surgical checklist
      • * We plan to have as much checklists as possible (of course approved by International Medical Associations)
    • Tutor’s Evaluation: Gives a global evaluation of the clerkship, including knowledge and attitude
the handbook step by step6
The handbook step by step
  • Final notes and remarks: This includes the additional documents that can be requested by the head of faculty. You can choose to add other comments or practical information as well; memo pages, tips and tricks for the exchange, calendar, contact emails/numbers and relevant webpages etc.
the handbook step by step7
The handbook step by step
  • How to customize the handbook:
    • The only mandatory parts of the handbook are the logbook and the end of clerkship appraisal (evaluation by tutor + signature).
    • Each NMO/LC can choose to remove or add content according to the requirements of each faculty
the handbook step by step8
The handbook step by step
  • Every NEO should meet with all LEOs and train them in the use of the handbook
  • The NMO/LCs will customize the handbook according to their needs and the requirements of their faculties
  • The finalized handbook will be given to all the outgoing students from the NMO
the handbook step by step9
The handbook step by step
  • The student will bring the handbook with him/her on the exchange
  • On the first day of the clerkship the contact person/LEO will take the student -or guide him- to the department and meet up with the tutor
  • During the clerkship the student will fill in the handbook
the handbook step by step10
The handbook step by step
  • At the end of the clerkship the tutor and hosting LC will sign the certificate as usual.
  • During the last week of clerkship or the latest when the student returns home he/she will do the electronic evaluation (eEF) and present the handbook to the outgoing LC.
  • If it meets the requirements and the student has filled in the eEF the certificate will be validated by the home faculty.
role play advocacy training
Role play/advocacy training
  • Many LEOs and even NEOs are not used to approach official people from the faculties or even the doctors at the departments participating in the exchange program
  • To give everyone a bit more confidence and improve communication skills you can use the following roleplay
role play advocacy training1
Role play/advocacy training
  • Make everyone sit down in a circle. Choose 1 person to be the “dean” and 1 person to be the “LEO” who wants the dean to sign the handbook.
  • The “LEO” leaves the room and the facilitator gives instructions to the “dean”
  • The dean can take different positions: for example, be very positive and interested, be very skeptical, not understand the concept, be impatient, etc.
role play advocacy training2
Role play/advocacy training
  • When the “LEO” returns he/she will have to convince the “dean” to sign the handbook
  • Stop after a while and discuss the situation; what went well and what could be done differently, what was difficult or even uncomfortable, etc. Let everyone speak.
  • Choose a new “LEO” and “dean” and do a new scenario. Let everyone try once.
plan of action
Plan of action
  • Take contact to head of faculty and supervising doctors before a determinated due date.
  • Customize and deliver/print handbooks for all outgoing students before leaving to the hosting country
  • Introduce the handbook to the outgoing students before leaving to the hosting country
  • Contact supervising doctors to get feedback after the students completes the clerkship
slide38

Feedback of the students’ evaluation to the host LC Dean

  • Give our exchanges the real “Global Health trademark”…
  • Reinforce the behavior evaluation in the Logbook . Otherwise the logbook will be just a checklist
  • New ideas to improve this SD are always welcomed!
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