Emanating from the Millennium Declaration, the eight Millennium Development Goals bind countries to do more and join forces in the fight against poverty, illiteracy, hunger, lack of education, gender inequality, child and maternal mortality, disease and environmental degradation. The eighth goal calls upon rich countries to relieve debt, increase aid and give poor countries fair access to their markets and technology. Developing countries have a responsibility to undertake policy reform and strengthen their governance to release the creative energies of their people.

The Millennium Development Goals are a test of political will to build stronger partnerships and bring about change to the way the world works. The Millennium Development Goals are also an opportunity for students to consider what role they have to play in the development agenda.

Many of the students that get involved in the International Federation of Medical Students' Associations (IFMSA) are motivated to make a difference to the lives of others. They have seen poverty and inequality, and are frustrated by the injustice of the world. Through their activities, they hope to alleviate suffering and improve the lives of those less fortunate than themselves. Whilst good intentions are commendable, it is essential that students think about what specific skills they have and what they can actually contribute.

Students' strengths stem from their enthusiasm and energy. They have made a choice to give up their free time to work on an activity that has a particular significance to them. Although they might not have the specific knowledge and skills on an issue, they are committed to seeing their vision become a reality. When planning action, medical students must be aware that study and work commitments mean that any involvement is likely to be transient. Thus, for any goals to be realistic, they must be made in the short term only. Without training in development issues or access to resources or expertise, it is important that students also keep their goals simple, and do not try to bring about massive political, economical or social changes.

The main strength that students have is their understanding of the minds of young people. Young people are the future and need to be engaged in global issues now if there is to be lasting change to the way the world works. By raising awareness of the way the world works, students can encourage others to get involved and take action. There are three ways in which young people can make a difference. Firstly they can educate themselves and their peers about why poverty exists and what needs to be done to alleviate suffering and reduce inequality. Secondly, they can give their time and energy to volunteer in local community projects. Finally, they can use their strong collective voice to demand that governments do more.

Working towards the Millennium Development Goals complements students' strengths. Focussing on the eight specific issues gives structure to students' activities, enabling them to work effectively towards change with limited time and resources. The Goals do have limitations, but students can learn to critically analyse development policy in the context of each issue.

Think Global

Think Global is an IFMSA initiative project that aims to provide increased opportunities for students to learn about global health. It is hoped that through raising awareness of the global determinants of health, students will be better equipped to take action now and for their future careers in a global society. Global health education is integral to the mission of the IFMSA but needs to have greater prominence if a wide audience is to be reached.

There are three ways in which Think Global is implementing its vision.

a)Global health education at IFMSA meetings The IFMSA meetings are held twice a year in March and August. They each bring together around 600 medical students from around the world. The events are an ideal opportunity for raising awareness of global issues and learning about each others' experiences of student action and global health. Equipped with ideas and information, it is hoped that students will return home inspired to share what they have learnt with peers are their university.

There has been much debate about how to deliver information and whether to adopt a theme at each meeting. Whilst the method is important, it is crucial that our energy is not diverted from making the educational events happen.

b)Think Global training workshops The Think Global training workshops aim to provide participants with an introduction to the core global issues and train them in the skills needed to take action on global health education on a local and national level. The workshops also aim to prepare students for their future role as health advocates by demonstrating how they can use their voices now.

The first workshop was held in London in April 2005; the next is planned for Nigeria in December 2005.

c)Supporting students organising their own events Think Global has limited resources and can only expect to reach students that are actively involved in the IFMSA. Through its activities, it hopes that students will organise their own activities on a local and national level. The project is looking at developing a manual that will serve a tool for enthusiastic students interested in promoting global health education.

A key point about Think Global is that anyone can get involved and organise an activity. The project does not dictate what should happen and when. It recognises that students know what activities work best for their peers, and that motivation is highest when an idea is owned from the outset. Rigidity would remove the passion that makes student action so enjoyable and effective.

Bryony Whipp (UK) Initiative Project Co-ordinator of IFMSA thinkglobal@ifmsa.org