Understanding Surgeon Belonging

OBJECTIVE: To explore how surgical faculty experience belonging and professional identity within the context of institutional efforts to foster an inclusive culture. SUMMARY BACKGROUND DATA: Belonging has been recognized as a key contributor to well-being, engagement, and retention across multiple professions, including business, healthcare, and education. However, while belonging has been studied among surgical trainees, little is known about how attending surgeons experience belonging within academic surgical departments, where professional structures and expectations differ substantially. METHODS: We conducted a qualitative descriptive study at a single academic medical center where institutional efforts to strengthen workplace culture, equity, and well-being were already visible and ongoing. Thirty-nine actively practicing surgical faculty were purposively sampled and recruited via departmental listserv. Semi-structured interviews were conducted in person or virtually by a trained non-clinician qualitative analyst. Interview transcripts were analyzed iteratively using a codebook-based thematic analysis, with themes developed through team consensus and memoing. RESULTS: Three key themes shaped faculty experiences of belonging: (1) Values congruence and engagement: alignment between personal and institutional goals fostered connection, and engagement; (2) Recognition, trust, and professional voice: recognition of contributions and professional autonomy reinforced identity and inclusion; (3) Community and connection: supportive relationships promoted belonging, while social isolation eroded it. CONCLUSIONS: Belonging among surgical faculty is shaped by institutional values, recognition, professional autonomy, and relational dynamics, which impacts engagement, retention, and culture. Departments can foster belonging through visible and equitable recognition of contributions, intentional relational supports, and ensuring alignment between institutional and professional values.