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distributed healthcare settings district hospitals primary care public health facilities becoming reallife settings workplacebased learning required educate future healthcare workforce therefore major focus designing developing workplacebased learning learning environments healthcare professionals educational policymakers play significant role settings role models workplacebased learning leaders integrating learning work environments relevant explore beliefs attitudes behaviors towards workplacebased learning settings order provide contextrelevant recommendations assist shaping workplacebased learning environments used individual interviews understand professionals experiences workplacebased learning distributed healthcare settings three clinicians educationalist philosopher thematically analyzed transcripts 13 interviews healthcare professionals educational policymakers different healthcare settings involved clinical phase undergraduate medical education clustering categorizing data led construction five overarching themes identification attitude towards medical education sense ownership perceived time space mutual preconceptions relations curriculum changing profession themes accentuate aspects relevant development workplacebased learning distributed healthcare settings individual team organizational level highlight significance individual professionals development workplacebased learning emphasize need recognition support occupying broker role intersection education practice future research educational practice recommend prioritizing initiatives build goodpractices workplacebased learning involve dedicated individuals distributed healthcare settings