How a community-engaged therapeutic garden immersion shapes rural intentions among medical students and strengthens student-community partnerships.

BACKGROUND

Rural workforce maldistribution persists, and short rural immersions that embed students in community life may strengthen rural intentions and deepen understanding of social determinants. This study examined a community-engaged, therapeutic gardening immersion as a novel place-based rural learning context in two Western Australian Wheatbelt towns.

METHODS

A mixed-methods design was used. A pre-placement survey of Year 3 medical students (n = 22) captured baseline intentions and preferences. Post-placement, semi-structured interviews were conducted with students (n = 22) and community members (n = 10). Interviews were analysed manually using reflexive thematic analysis.

RESULTS

Most students reported high baseline rural interest (20/22 likely or very likely to pursue Rural Clinical School/rural electives), typically favouring regional or larger rural centres. Qualitative findings indicated that shared practical work rapidly dissolved social distance and fostered belonging; students described clearer insight into rural contexts and social determinants, and reflected on professional identity and rural career pathways, alongside generally positive personal growth. Community members reported visible outputs in a short time, students as social catalysts for renewed engagement, and a need for planning, materials and recurring cycles to sustain gains.

CONCLUSION

A brief, garden-centred immersion appears feasible and educationally valuable: it supports relationship-building, situated learning about determinants of health and professional identity work while delivering tangible community benefit. Programs should co-design tasks with hosts, plan logistics early and build ongoing partnerships; future work should track longitudinal student outcomes and community-level indicators to assess durability.