PDF(Pubmed)
Abstract：
BACKGROUND: While Sub-Saharan Africa contains nearly one third of the global burden of disease, it only contains 3.5% of the healthcare workforce. Furthermore, female medical doctors are underrepresented across the continent. Studies show that increasing gender representation in medicine not only bridges this gap but may have a positive impact on patient care. This study explores the support systems influencing female students to pursue medical school in Rwanda, aiming to recommend ways to increase female participation through support systems.
METHODS: This is an exploratory, interpretive study employing qualitative methods. The study was conducted at thirteen secondary schools within two provinces and three universities in Rwanda that offer a medical degree program. Participants were divided into focus groups, including female and male secondary students in science and non-science combinations; teachers of secondary students; female and male students enrolled in medical school; and parents of secondary students in science and non-science combinations. Private and public, mixed and girls-only secondary schools that met the criteria were selected in each province, and all universities offering a medical degree. Participants were selected via random stratified sampling. Thirty-four semi-structured focus group discussions were conducted (28 secondary-level and 6 university-level) and 16 interviews. Data was coded inductively, with common themes identified.
RESULTS: Four main themes were identified as support systems that can either serve as facilitators or barriers to pursuing an MBBS, including teacher support, parental or familial support, financial or institutional policy support, and having access to female mentors or role models.
CONCLUSIONS: Social support systems are enablers encouraging female students to join medical school. Integrating social support systems in schools and the community has the potential to increase female applicants to medical school in Rwanda.
METHODS: This is an exploratory, interpretive study employing qualitative methods. The study was conducted at thirteen secondary schools within two provinces and three universities in Rwanda that offer a medical degree program. Participants were divided into focus groups, including female and male secondary students in science and non-science combinations; teachers of secondary students; female and male students enrolled in medical school; and parents of secondary students in science and non-science combinations. Private and public, mixed and girls-only secondary schools that met the criteria were selected in each province, and all universities offering a medical degree. Participants were selected via random stratified sampling. Thirty-four semi-structured focus group discussions were conducted (28 secondary-level and 6 university-level) and 16 interviews. Data was coded inductively, with common themes identified.
RESULTS: Four main themes were identified as support systems that can either serve as facilitators or barriers to pursuing an MBBS, including teacher support, parental or familial support, financial or institutional policy support, and having access to female mentors or role models.
CONCLUSIONS: Social support systems are enablers encouraging female students to join medical school. Integrating social support systems in schools and the community has the potential to increase female applicants to medical school in Rwanda.
摘要：
背景：虽然撒哈拉以南非洲占全球疾病负担的近三分之一，它只占医疗劳动力的3.5%。此外，在整个非洲大陆，女性医生的代表性不足。研究表明，医学中性别代表性的增加不仅弥补了这一差距，而且可能对患者护理产生积极影响。这项研究探讨了影响女学生在卢旺达攻读医学院的支持系统，旨在通过支持系统提出增加女性参与的方法。
方法：这是一个探索性的，采用定性方法的解释性研究。这项研究是在卢旺达的两个省和三所大学的13所中学进行的，这些中学提供医学学位课程。参与者被分成焦点小组，包括科学和非科学组合的女和男中学生；中学生教师；医学院注册的女和男学生；以及科学和非科学组合的中学生家长。私人和公共,每个省都选择了符合标准的混合中学和女子中学，以及所有提供医学学位的大学。通过随机分层抽样选择参与者。进行了34次半结构化焦点小组讨论（28个中学和6个大学）和16个访谈。数据是感应编码的，确定了共同的主题。
结果：四个主要主题被确定为支持系统，可以作为促进者或障碍追求MBBS，包括老师的支持,父母或家庭支持，财政或机构政策支持，并有机会接触女性导师或榜样。
结论：社会支持系统是鼓励女学生加入医学院的推动力。在学校和社区整合社会支持系统有可能增加卢旺达医学院的女性申请者。
方法：这是一个探索性的，采用定性方法的解释性研究。这项研究是在卢旺达的两个省和三所大学的13所中学进行的，这些中学提供医学学位课程。参与者被分成焦点小组，包括科学和非科学组合的女和男中学生；中学生教师；医学院注册的女和男学生；以及科学和非科学组合的中学生家长。私人和公共,每个省都选择了符合标准的混合中学和女子中学，以及所有提供医学学位的大学。通过随机分层抽样选择参与者。进行了34次半结构化焦点小组讨论（28个中学和6个大学）和16个访谈。数据是感应编码的，确定了共同的主题。
结果：四个主要主题被确定为支持系统，可以作为促进者或障碍追求MBBS，包括老师的支持,父母或家庭支持，财政或机构政策支持，并有机会接触女性导师或榜样。
结论：社会支持系统是鼓励女学生加入医学院的推动力。在学校和社区整合社会支持系统有可能增加卢旺达医学院的女性申请者。
