Building belonging in medical education

This is the authors' abstract. We don't add key points for this paper.

Belonging is increasingly recognised as an important component of successful medical education. It affects academic achievement, wellbeing, and professional identity formation. This article examines how this concept applies to undergraduate students on community clinical placements and postgraduate vocational general practice (GP) trainees. Additionally, we consider the broader impact of belonging beyond the learner - on patient safety and quality of care. We explore how structural, cultural and relational factors can promote or hinder a sense of belonging. The shift towards competency-based training, reductions in continuity of care, and changes in the primary care infrastructure and workforce, complicate traditional notions of belonging. This highlights the need for holistic, flexible and inclusive educational practices. Key themes that promote belonging include the importance of connection through peer networks, mentorship, continuity, an inclusive learning environment which fosters psychological safety, and learner autonomy to accommodate differing needs and interests. Forming high quality relationships strengthens all of these. We propose centring a sense of belonging in medical education through a more relational approach. This can better support the development of resilient, reflective and connected general practitioners prepared to meet the evolving needs of primary care.