Educator workshop on belonging 2024-10-02

The educator workshops are held online monthly and are organised by the CBME team at QMUL. These sessions last one hour and take place on the first Wednesday of each month. Participants can use them towards one hour of Continuing Professional Development (CPD) credit. During the workshops, we explore current topics in medical education aimed at enhancing teaching methods and, ultimately, improving patient care. On this page, we have summarised the key discussions. 

Promoting belonging 

By Dr Shabana Barmal 

The concept of belonging, particularly in educational settings such as clinical placements, is a multifaceted idea that can be explored from various disciplinary perspectives. This exploration will provide a comprehensive understanding of how belonging can be cultivated and its impact on students.

Aim:

• To emphasize the role of educators in fostering a sense of belonging among students on community placements.

Objectives:

• Understand the various aspects of belonging.

• Recognize the impact of belonging on student wellbeing and academic performance.

• Explore methods to cultivate a sense of belonging.

Creating a Sense of Belonging:

It's important for students to feel valued and actively contribute to the practice. To alleviate fears of making mistakes, provide induction programs and involve students in scheduling. Shortening days can help manage cognitive load and foster social interactions, such as shared lunches. Emphasise the role of patients as valuable teaching resources.

Practical welcome and induction processes are essential, as is creating a social space for student interaction. Sharing insights into the daily life of a GP educator can help students grasp the complexities of practice. Integrate students into the practice team by involving them in routine activities and meetings and assigning them responsibilities. Highlight the importance of managing emotions and energy within educational settings.

Avoid assumptions when students are silent and offer clear feedback. Use relatable analogies, like comparing the practice to a football team, to discuss belonging and house rules. Encourage students to contribute to the practice and take responsibility for their learning environments. Address fears by building student confidence through structured induction and clear timetables.

Be aware of cognitive load and avoid over-planning. Create informal social spaces to encourage bonding and support networks. Recognize the importance of trust and setting realistic expectations in teaching.

Promote integration into the practice team and participation in projects or audits. Use the "thinking aloud" technique to clarify implicit complexities to students.

Self-Determination Theory (SDT):

Focus on autonomy, belonging, and competence as key motivational factors.