I believe that the outcome of this study is both refreshing and thought-provoking. It’s not every day you see a medical school in Africa (UGHE in Rwanda) boldly challenge the traditional biomedical model by embedding a full liberal arts foundation into the core of medical education. The authors argued, quite convincingly, that producing physicians who are not just technically skilled but also socially conscious, critically reflective, and culturally aware is essential for advancing global health equity.
The blend of humanities, social sciences, and community-based training they have described feels like a much-needed recalibration of what it means to “train a doctor” in today’s world. So, while the early indicators are promising, e.g., ASPIRE award, Times ranking, it would be great to eventually see more rigorous long-term outcomes, like how these graduates actually perform and influence health systems post-training.