Background: Medical education in Africa is changing rapidly as 21st century innovations such as e-learning, expansion of simulation laboratories, and other technologies are implemented at universities across the continent. Alongside these efforts, instilling in medical students an understanding of the larger social, economic, cultural, and political dynamics that influence health is essential. In this study, we sought to understand medical students’ experience with the novel curriculum at the University of Global Health Equity (UGHE) in Rwanda, with a focus on the role of mentorship. Methods: We conducted a qualitative, in-depth interview study with 18 medical students who had experienced the liberal arts curriculum of UGHE. Interviews were conducted by three members of the research team until theoretical saturation was reached (n=18). The constant comparative method of qualitative data analysis was employed to characterize recurrent themes. Results: Three recurrent themes emerged pertaining to Dr. Paul Farmer’s impact as a role model for medical students: 1) he encouraged systems thinking in his students, 2) he taught students “to love the patient,” and 3) he used practical examples to inspire action. Medical students described the medical education they received as a “mind opener.” Participants recounted how Dr. Farmer’s mentorship fostered their own confidence in becoming compassionate physicians who would inspire systemic change. Conclusion: Our findings highlight the role that mentors can play in the development of future physicians and suggest that integrating effective mentorship into the medical school experience can affect medical students’ approach to patients and motivation to pursue systems change.
Swedberg et al. (Sun,) studied this question.