Student experience of displacement during rural placements: A pilot interview study

Introduction: Place-based curricula (PBC) aim to promote student sense of place and belonging to underserved communities. How medical students develop these when relocating to rural areas is not well documented. We explore medical students’ experiences moving into a rural community during a rural year-long placement. Methods: Fourth-year students (n = 28) at two rural sites were invited to participate 3 months after commencing their placement. Semi-structured interview questions were adapted from a larger study on the impact of place on student learning. Results: Thematic analysis of five interviews with students from metropolitan and rural backgrounds identified four themes: the experience of displacement, influences on sense of place, impact of curriculum and developing a rural professional identity. Conclusion: Students experienced displacement on moving from a metropolitan to a rural area, but it also accelerated professional identity development. Students may be assisted through initial experiences of displacement when moving into new rural environments towards a sense of place and belonging, which may ultimately foster a return to rural communities to live and work.