School of Medicine, Cardiff University, Cardiff, UK
School of Medicine, Cardiff University, Cardiff, UK.
BMJ Open. 2022 Sep 15;12(9):e059009. doi: 10.1136/bmjopen-2021-059009.
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.
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.
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.
虽然机构和系统层面增加女性参与医学教育的尝试使得越来越多的女性进入该领域并获得更高级别的职位,但对于女性临床教育工作者的实际经历却知之甚少。女性临床医生更有可能转行,工作时间也比全职少。本研究关注女性医学教育工作者的职业转变叙述,旨在探讨影响职业决策、职业轨迹和职业发展的因素之间的相互作用。
我们采用叙事探究方法分析了两个数据源(55 份转折点的书面叙述;9 份反映职业转变时期的半结构化访谈)。通过分析每个数据集内的主题,然后同时比较和对比数据集,我们确定了三个不一致和紧张的领域。
参与者报告说,他们既被吸引又被推入医学教育领域。一些受访者报告说,他们是迫于环境压力才进入医学教育领域的。参与者的叙述在个人和职业身份方面含糊不清。此外,参与者声称自己是自主的代理人,同时承认他们在遇到限制独立选择能力的组织、社会和文化期望时无能为力。即使最初选择从事医学教育的决定是积极的,并且是出于兴趣而做出的,但随后的失望和挑战导致一些参与者对自己的选择产生了怀疑。
在医学教育领域取得职业发展可能需要女性做出重大的个人或职业牺牲,部分原因是医学文化的持续存在,允许男性主导高级职位。在该领域获得令人满意的高级职位的女性医学教育工作者可能会对个人和职业成本感到遗憾和怨恨。