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Related Experiment Video

Updated: Mar 6, 2026

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Belonging Without Controversy: Using Self-Determination Theory to Reframe Inclusion in Medical Education.

Adam Neufeld1

  • 1Department of Family Medicine, Cumming School of Medicine, University of Calgary, Calgary, Canada.

Teaching and Learning in Medicine
|March 5, 2026
PubMed
Summary
This summary is machine-generated.

Global diversity, equity, and inclusion (DEI) reforms face politicization. Self-Determination Theory (SDT) offers a framework centered on relatedness to foster belonging in medical education, supporting learners ethically.

Keywords:
DEI policyRelatednessSelf-Determination Theoryinclusive medical educationpsychological safety

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Area of Science:

  • Medical Education
  • Psychology
  • Social Sciences

Background:

  • Global diversity, equity, and inclusion (DEI) and justice, equity, diversity, decolonization, indigenization, and inclusion (JEDDII) frameworks aim to enhance belonging in medical education.
  • Politicization of DEI/JEDDII language and governance poses risks, including audits, reputational damage, and funding challenges for institutions.

Purpose of the Study:

  • To propose Self-Determination Theory (SDT) as an evidence-based framework to complement DEI/JEDDII initiatives.
  • To translate inclusive aims into observable practices and measurable learner experiences within medical education.
  • To cultivate relatedness as a foundation for belonging, even amidst contested discourse.

Main Methods:

  • Situating the concept of belonging within the psychological need for relatedness, as defined by Self-Determination Theory (SDT).
  • Synthesizing international evidence on relatedness and belonging in educational contexts.
  • Identifying structural barriers that impede the cultivation of relatedness and belonging.
  • Proposing multilevel strategies (policy, curricular, and bedside) for fostering relatedness.

Main Results:

  • Self-Determination Theory (SDT) provides a framework centered on relatedness, the universal psychological need for authentic connection.
  • Relatedness can be cultivated through observable practices and measurable learner experiences, complementing DEI/JEDDII efforts.
  • Multilevel strategies can address structural barriers and promote relatedness in medical education.

Conclusions:

  • Aligning belonging with universal psychological needs (relatedness) and defensible educational outcomes can sustain progress in medical education.
  • This approach supports medical learners in ethical and enduring ways, navigating the complexities of DEI/JEDDII discourse.
  • Fostering relatedness offers a robust strategy for enhancing belonging and mitigating risks associated with politicized DEI/JEDDII initiatives.