Belonging as a pedagogical tool for a sustainable primary care workforce

Background

The primary care environment is rapidly evolving due to factors such as demographic changes, increasing diversity, system pressures, workforce shortages, and technological transformation. Within this context, learners on clinical placements, often experience disengagement rooted in uncertainty regarding their professional identity. 1 Although primary care functions as the first line of connection for students, belonging does not always come easily. This is complicated by the disparate view of researchers on the methods of measuring belonging 2 as well as the hidden and complex difficulties arising from learners’ challenges within busy practices. Faculty recognise that creating a sense of belonging is crucial for developing a viable and effective workforce. Consequently, there is an imperative to transition belonging from an abstract feeling into a deliberate and visible pedagogical commitment.

Purpose

This work sought to determine how educators can implement belonging as a visible pedagogical commitment to integrate diverse learners and affirm professional identity towards creating a sustainable future workforce in primary care. It intended to answer the critical question: How do we make belonging visible, moving it beyond hope and into actionable curriculum and professional development design?

Description

A workshop was conducted with 50-60 educators and administrators from various primary care disciplines. The intervention began with establishing common ground through theoretical frameworks, exploring the meaning of belonging and sharing of belonging moments among participants. This was done through interactive small group work with co-creation of belonging vision board to identify phrases, actions, and strategies that represent an ideal belonging experience for learners. Followed by small group task using scenario-based discussions with real-life cases, they identified key changes for promoting learner integration and engagement. Finally, the session facilitated an open dialogue concerning the systemic gaps, challenges, benefits, and the resultant impact on professional identity for learners.

Outcomes

Key findings highlighted the influence of belonging on the wellbeing of the individual learner. Participants emphasised the importance of learners feeling valued and respected as part of the practice team. Analysis demonstrated that a strong sense of belonging improves learner motivation and performance, builds supportive professional relationships and promotes mentorship. The outcomes underscored the need for workplace policies that embrace cultural diversity and promote an inclusive workforce fit for the future. The co-creation activities generated practical strategies focused on formal inductions, warmth, team inclusion, and adaptability for diverse needs of learners.

Conclusion

Discussion highlighted the long-term systemic benefits of belonging despite the rapid flux in the primary healthcare landscape. A robust sense of belonging is not just a ‘nice to have’ but a significant pedagogical concept that mitigates feelings of isolation which promotes professional identity development and growth. By affirming professional identity, belonging implicitly shapes future clinical teachers and promotes safe, high quality patient care. Critically, belonging is crucial for establishing a sustainable workforce by enhancing resilience, retention, productivity, and collaborative practice among primary care teams. Clinical learners who grasp the significance of belonging are positioned to develop as inclusive future clinical leaders, thereby building the resilient organisations and systems necessary to deliver excellent patient care.