Purpose
Global citizenship is often referenced in medical education, but its meaning is not always clear to students. Beyond definitions, it is important to understand how learners actually come to see themselves as part of a global community. This study explored how medical students internalize the idea of global citizenship during their education and how it shapes their emerging identity as future health professionals.

Methods
A phenomenological inquiry was conducted with thirty undergraduate medical students who had taken part in global health modules, student led community outreach, or reflective learning activities. In depth interviews focused on how students made sense of terms like global responsibility and interconnectedness. Interpretative phenomenological analysis was used to examine how these experiences influenced their developing sense of identity and purpose.

Results
Students described how their understanding of global citizenship moved from something distant and abstract to something personal and values driven. One theme, seeing the world in the ward, captured how local patient care helped students connect clinical experiences to broader questions of justice and access. Another theme, becoming part of something bigger, reflected a growing sense that their work in medicine was linked to global efforts for equity and shared well being. Students emphasized that this growth came through moments of reflection, conversation, and human connection.

Conclusion
The concept of global citizenship takes shape slowly, through personal and professional experiences that connect local learning with global values. When medical education creates space for reflection and dialogue, students begin to see themselves not just as future doctors, but as responsible members of a wider world. Supporting this growth means guiding learners to find meaning, value, and purpose in what they do.