Equity-centred medical school home to new consortium

Over 600 delegates from 115 medical schools in 32 countries gathered on the campus of the University of Global Health Equity (UGHE) in Kigali, Rwanda – the secretariat and institutional home of the newly established Consortium of Medical Schools in Africa (CoMSA), a “first-of-its-kind, inclusive and continent-wide platform aimed at transforming health professional education across Africa”.

The establishment of the consortium, at the Advancing Medical Education in Africa Conference hosted in Kigali at the end of March, is seen as a milestone, a step to “help ensure the ongoing development of initiatives, strengthening Africa’s medical education landscape”, according to an article on the website of UGHE.

CoMSA’s first leadership team was elected, with Professor Lionel Green-Thompson, dean of the faculty of health sciences at the University of Cape Town in South Africa, at the helm, and the choice of UGHE as the consortium’s home is in recognition of “its commitment to socially accountable, equity-centred medical education”.

Against this backdrop, University World News visited UGHE to find out more about its medical education.

A place of unity, camaraderie

In the heart of Rwanda’s Burera District in Northern Province, UGHE is working hard to create a new kind of medical education.

In its communal mess, staff and students enjoy lunch together. Conversations flow, a testament to camaraderie that appears to thrive at the institution. “That’s where equity begins,” a university staff member says.

The university’s mission is to radically change the way healthcare is delivered around the world by turning the next generation of global health professionals – doctors, nurses, researchers and public health and policy experts – into leaders and changemakers who strive to deliver more equitable, quality health services for all.

Located roughly 130km (about 80 miles) north of Kigali, this UGHE campus is where students learn clinical skills and gain an in-depth understanding of the social, economic, and environmental factors that shape health outcomes.

Simulation a safe learning environment

One of the innovative features is its clinical simulation centre. Designed to immerse students in real-life medical situations, the centre includes 11 rooms dedicated to different aspects of healthcare training. UGHE offers its students an unparalleled opportunity to practise clinical skills in a safe and controlled environment, from exam rooms to anatomy labs and even birthing simulators. The simulation-based training is integrated into the entire MBBS curriculum.

Students engage in simulations once or twice a month in the basic medical sciences phase.

As they move into clinical clerkships, the sessions become more frequent, ensuring students are well-prepared for the challenges they will face in district hospitals and beyond. By their senior year, students will have undergone intensive simulation training to refine their skills before interacting with actual patients.

Clinical students undergo the different simulation activities under the supervision of the medical faculty, who monitor what is happening in the simulation rooms in the control room.



Hands-on training

Aime Pacifique Rugimbana works with his peers in a simulation room on a busy afternoon. “We are trying to simulate a clinical case and work as a team to help the mannequin deliver the baby,” Rugimbana, who is currently in his first clinical year, said. Rugimbana and his classmates were practising a shoulder dystocia scenario – one of the most challenging childbirth complications.

“This is one of the toughest delivery processes,” he explained. “We must concentrate to ensure the delivery goes well. And after the simulation, you can see that we’ve helped the mother deliver a baby, and both mother and child are healthy.”

The clinical simulation centre is comprehensive. In addition to delivery rooms, students simulate various medical procedures, from gynaecology and obstetrics to internal medicine and surgery.

“Every time we finish a simulation, the faculty gives feedback. We discuss what went right and what went wrong,” Rugimbana said. “It’s an opportunity for us to learn and practise, getting used to how medical procedures are conducted.”

Holistic view on healthcare

According to Emanuela Artona, another third-year medical student, the UGHE’s focus on social medicine has a profound impact on its students.

Artona, who studied physics, chemistry and biology in secondary school, chose UGHE because of its focus on the social and environmental factors influencing patient health. “UGHE’s approach resonates with me. We’re not just learning to treat a medical condition; we’re considering the bigger picture that affects a patient’s well-being.”

Throughout her time at UGHE, Artona honed her clinical skills and gained confidence in her ability to manage medical cases. “These simulated cases prepare us for real-world encounters, allowing us to practise without the consequences of errors that might harm actual patients,” she explained.

“At UGHE, we have been introduced to social medicine. We mix theory, practice, and community-based training, which equips us with the ability to confront any medical case once we start working as medics.”

Artona is still deciding on her specialisation but is drawn to surgery, and perhaps, one day, teaching. Her long-term goal is to advocate for a more holistic approach to healthcare, especially in underserved communities.

Impact reaches communities

Thompson H Reeve, a student from Liberia, shares a similar commitment to health equity. Having completed a bachelor degree in biology, Reeve joined the UGHE in January 2022, drawn by the university’s focus on addressing health disparities.

“The university’s principle of preferential options for the poor resonates deeply with me,” he said. “In a world of healthcare inequalities, it is crucial to advocate for those often overlooked.” Reeve plans to pursue a career in policy development and advocacy, working to improve healthcare access in his country and beyond.

UGHE’s impact extends well beyond its students. Dr Florence Sibomana, a UGHE graduate with a masters degree in health management, now serves as a senior programme officer for non-communicable diseases at PATH, an organisation focusing on health equity. She credits UGHE’s focus on leadership and stakeholder engagement with shaping her ability to design and implement health initiatives.

“I enrolled at UGHE because its masters programme in health management offered a unique blend of theory and practical experience, essential for tackling real-world health challenges,” she explained.

Focus on compassion

Graduates like Sibomana often return to their communities, using the skills and knowledge they gained to improve healthcare delivery. The university’s commitment to healthcare equity is also reflected in its partnerships with organisations like Partners in Health and Butaro Hospital, a Level 2 teaching hospital that provides students with access to advanced healthcare facilities in rural settings.

UGHE’s Vice-Chancellor, Professor Philip Cotton, emphasises the importance of the university’s rural location. “UGHE relies on its local community for much of its operations – from staff employment to purchasing consumables. This deep connection to the community is what makes UGHE truly unique,” he said.

The university’s tuition-free medical education model is another feature that makes it stand out, offering opportunities to students from underprivileged backgrounds who want to make a difference in healthcare. “We are creating a new generation of healthcare providers who are equipped to lead with compassion, cultural sensitivity, and a deep understanding of the social determinants of health,” Cotton says.