Sense of belonging in veterinary education: A scoping review

Background Students’ sense of belonging is increasingly recognised as an important enabler of student engagement and wellbeing in health profession education. Understanding the role of students’ sense of belonging in veterinary education may inform targeted interventions and guide further research in the discipline. This scoping review examined how belonging has been conceptualised in veterinary education literature and examined reported factors and outcomes associated with students’ sense of belonging. Methods A search was conducted across 11 databases, screening 1572 records. Studies were eligible if they addressed students’ sense of belonging (or closely related constructs) in veterinary education and reported factors or outcomes. Eight studies met inclusion criteria and were synthesised thematically. Results The analysis revealed the limited conceptualisation of belonging in veterinary education. Peer interactions can encourage students’ sense of belonging, constituting a key enabler of sense of belonging. By contrast, lack of diversity in the veterinary programme, and experiences of discrimination and racism appeared to hinder students’ sense of belonging, especially for diverse students. Academic performance and satisfaction were also associated with belonging. Conclusions Current evidence is limited and conceptually inconsistent. While fostering peer connections and inclusive educational cultures appear to be promising enablers of belonging in veterinary education, further research is needed to more robustly evaluate potential interventions.