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‘I felt forced to find an alternative’: a qualitative analysis of women medical educators’ narratives of career transitions
OBJECTIVES: While institutional and systemic attempts to increase women’s participation in medical education have enabled increasing numbers to enter the field and achieve more senior positions, little is known about lived experiences of female clinical educators. Women clinicians are more likely to...
Autores principales: | , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
BMJ Publishing Group
2022
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9478840/ https://www.ncbi.nlm.nih.gov/pubmed/36109028 http://dx.doi.org/10.1136/bmjopen-2021-059009 |
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author | Eghosa-Aimufua, Osa Boam, Alicia Webb, Katie Louise Browne, Julie |
author_facet | Eghosa-Aimufua, Osa Boam, Alicia Webb, Katie Louise Browne, Julie |
author_sort | Eghosa-Aimufua, Osa |
collection | PubMed |
description | OBJECTIVES: While institutional and systemic attempts to increase women’s participation in medical education have enabled increasing numbers to enter the field and achieve more senior positions, little is known about lived experiences of female clinical educators. Women clinicians are more likely to change careers and work less than full time. This study focuses on women medical educators’ narratives of career change, with the aim of exploring the interplay between factors affecting career decision-making, career trajectory and professional development. METHODS: We employed narrative enquiry approaches to two data sources (55 written accounts of turning points; 9 semistructured interviews reflecting on periods of career transition). Through analysing themes within each dataset before comparing and contrasting datasets simultaneously, we identified three areas of inconsistency and tension. RESULTS: Participants reported feeling both drawn and pushed into medical education. Some respondents reported that they were compelled by circumstances to enter medical education. Participants’ narratives were ambiguous regarding personal and professional identities. Additionally, participants asserted their position as autonomous agents while acknowledging their powerlessness when encountering organisational, social and cultural expectations limiting the ability to make independent choices. Even where primary decisions to pursue medical education were positive and motivated by interest, subsequent disappointments and challenges led some participants to doubt their choices. CONCLUSIONS: Career advancement in medical education may involve women taking significant personal or career sacrifices, partly due to the continued existence of a medical culture allowing men to dominate senior ranks. Women medical educators achieving satisfying senior roles in the field may harbour lingering regret and resentment at the personal and career costs. |
format | Online Article Text |
id | pubmed-9478840 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2022 |
publisher | BMJ Publishing Group |
record_format | MEDLINE/PubMed |
spelling | pubmed-94788402022-09-17 ‘I felt forced to find an alternative’: a qualitative analysis of women medical educators’ narratives of career transitions Eghosa-Aimufua, Osa Boam, Alicia Webb, Katie Louise Browne, Julie BMJ Open Qualitative Research OBJECTIVES: While institutional and systemic attempts to increase women’s participation in medical education have enabled increasing numbers to enter the field and achieve more senior positions, little is known about lived experiences of female clinical educators. Women clinicians are more likely to change careers and work less than full time. This study focuses on women medical educators’ narratives of career change, with the aim of exploring the interplay between factors affecting career decision-making, career trajectory and professional development. METHODS: We employed narrative enquiry approaches to two data sources (55 written accounts of turning points; 9 semistructured interviews reflecting on periods of career transition). Through analysing themes within each dataset before comparing and contrasting datasets simultaneously, we identified three areas of inconsistency and tension. RESULTS: Participants reported feeling both drawn and pushed into medical education. Some respondents reported that they were compelled by circumstances to enter medical education. Participants’ narratives were ambiguous regarding personal and professional identities. Additionally, participants asserted their position as autonomous agents while acknowledging their powerlessness when encountering organisational, social and cultural expectations limiting the ability to make independent choices. Even where primary decisions to pursue medical education were positive and motivated by interest, subsequent disappointments and challenges led some participants to doubt their choices. CONCLUSIONS: Career advancement in medical education may involve women taking significant personal or career sacrifices, partly due to the continued existence of a medical culture allowing men to dominate senior ranks. Women medical educators achieving satisfying senior roles in the field may harbour lingering regret and resentment at the personal and career costs. BMJ Publishing Group 2022-09-14 /pmc/articles/PMC9478840/ /pubmed/36109028 http://dx.doi.org/10.1136/bmjopen-2021-059009 Text en © Author(s) (or their employer(s)) 2022. Re-use permitted under CC BY-NC. No commercial re-use. See rights and permissions. Published by BMJ. https://creativecommons.org/licenses/by-nc/4.0/This is an open access article distributed in accordance with the Creative Commons Attribution Non Commercial (CC BY-NC 4.0) license, which permits others to distribute, remix, adapt, build upon this work non-commercially, and license their derivative works on different terms, provided the original work is properly cited, appropriate credit is given, any changes made indicated, and the use is non-commercial. See: http://creativecommons.org/licenses/by-nc/4.0/ (https://creativecommons.org/licenses/by-nc/4.0/) . |
spellingShingle | Qualitative Research Eghosa-Aimufua, Osa Boam, Alicia Webb, Katie Louise Browne, Julie ‘I felt forced to find an alternative’: a qualitative analysis of women medical educators’ narratives of career transitions |
title | ‘I felt forced to find an alternative’: a qualitative analysis of women medical educators’ narratives of career transitions |
title_full | ‘I felt forced to find an alternative’: a qualitative analysis of women medical educators’ narratives of career transitions |
title_fullStr | ‘I felt forced to find an alternative’: a qualitative analysis of women medical educators’ narratives of career transitions |
title_full_unstemmed | ‘I felt forced to find an alternative’: a qualitative analysis of women medical educators’ narratives of career transitions |
title_short | ‘I felt forced to find an alternative’: a qualitative analysis of women medical educators’ narratives of career transitions |
title_sort | ‘i felt forced to find an alternative’: a qualitative analysis of women medical educators’ narratives of career transitions |
topic | Qualitative Research |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9478840/ https://www.ncbi.nlm.nih.gov/pubmed/36109028 http://dx.doi.org/10.1136/bmjopen-2021-059009 |
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