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.
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。