Holistic practice asks us to see those absences and respond. It asks us to design care plans that account for the social, economic, cultural, and political conditions of the people we serve. In a low-resource setting, that means addressing transportation, literacy, family structure, and trust. In a Canadian classroom, it means preparing students for the same realities at home.

The pedagogy I have come to favor is patient and reflective. Students need time to sit with the discomfort of inequity before they can act on it. They need to encounter perspectives that are not their own and to learn from communities, not only about them. Only then does evidence-based practice become equity-informed practice.

Faculty asked for more than slides. They asked for safe spaces to practice difficult conversations, mentorship from experienced clinicians, and institutional support that signals that this content is central, not optional.

The implication for faculty development is clear: invest in repeatable, peer-led workshops, pair them with curricular guidance, and make space for the emotional and ethical dimensions of the work.

The early consultations have been clarifying. Preceptors want clear roles, structured time, and recognition. Students want consistency and feedback. Institutions want models that are sustainable beyond a single funding cycle.

We are designing for that triad. The model that emerges should be Rwandan first, evidence-informed throughout, and shareable across other low-resource settings.