Integrating gender-inclusive initiatives in medical school in Rwanda: Faculty and student experiences at the University of Global Health Equity.

Abstract

Purpose: Significant gender disparities exist in the medical field. Medical schools play an important role in promoting gender inclusion, which can lead to increased gender equity in clinical settings. This study explores participants' experiences and gender perspectives at the University of Global Health Equity (UGHE) in Rwanda, which is prioritizing gender inclusion across several initiatives.

Materials and methods: This is a qualitative study with a feminist social constructivist approach. Participants included faculty and students in UGHE's School of Medicine. Participants were selected via random stratified sampling by their role and sex. Twelve semi-structured interviews were conducted, six with faculty and six with students. The data was analyzed via coding and narrative analysis.

Results: Participants described their experiences at UGHE, including strengths, weaknesses, shifts in their own gender perspectives, and recommendations for the future. Three overarching themes included the role of affirmative action, integrating gender-based training and curriculum, and strengthening institutional policies to promote inclusion.

Conclusion: Medical schools play a key role in promoting gender equity and catalyzing a shift in gender perspective. Internal systems and policies impact gender inclusion. Medical schools should consider ways to build capacity for both its faculty and students in gender-related topics.