Gender Matters: Understanding Transitions in Surgical Education

Offiah, Gozie; Cable, Stuart; Rees, Charlotte E.; Schofield, Susie

doi:10.3389/fmed.2022.884452

Cited by 3 publications

(2 citation statements)

References 55 publications

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“…Women in certain academic disciplines may “already feel that they can never be good enough or never get it right … and this is not, we suggest, about individual failings of confidence, but a result of the systematic positioning of some groups in our society as of less worth or value than others” ( 23 ) (p. 609). This is particularly true in male dominated specialties such as surgery ( 24 ). Intersecting with gender, is class, where working-class students are less likely to seek help compared with those from a middle-class background ( 25 ), with such patterns of behaviour attributed to socialised logics of action carried over from schooling ( 26 ).…”

Section: The Deficit Discourses Of Feedback – What’s In a Name?mentioning

confidence: 99%

The role of feedback in supporting trainees who underperform in clinical environments

et al. 2023

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IntroductionUnderperformance in clinical environments can be costly and emotional for all stakeholders. Feedback is an important pedagogical strategy for working with underperformance – both formal and informal strategies can make a difference. Feedback is a typical feature of remediation programs, and yet there is little consensus on how feedback should unfold in the context of underperformance.MethodsThis narrative review synthesises literature at the intersections of feedback and underperformance in clinical environments where service, learning and safety need to be considered. We do so with a critical eye towards generating insights for working with underperformance in the clinical environment.Synthesis and discussionThere are compounding and multi-level factors that contribute to underperformance and subsequent failure. This complexity overwrites simplistic notions of ‘earned’ failure through individual traits and deficit. Working with such complexity requires feedback that goes beyond educator input or ‘telling’. When we shift beyond feedback as input to process, we recognise that these processes are fundamentally relational, where trust and safety are necessary for trainees to share their weaknesses and doubts. Emotions are always present and they signal action. Feedback literacy might help us consider how to engage trainees with feedback so that they take an active (autonomous) role in developing their evaluative judgements. Finally, feedback cultures can be influential and take effort to shift if at all. A key mechanism running through all these considerations of feedback is enabling internal motivation, and creating conditions for trainees to feel relatedness, competence and autonomy. Broadening our perceptions of feedback, beyond telling, might help create environments for learning to flourish.

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Section: The Deficit Discourses Of Feedback – What’s In a Name?mentioning

confidence: 99%

The role of feedback in supporting trainees who underperform in clinical environments

et al. 2023

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“…tion (MMT) theory to acknowledge complexity.This theory aligned with what we noticed in the data: transitional factors are intertwined. MMT theory has been used in various contexts to explore social identities and transitions 9,10. Joanne:Are there other strategies you might suggest?Laura and Neera: You could have also read more broadly in the MMT literature.…”

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confidence: 99%

Commentary: Imagining possibilities for JEDI in research

Bulk,

Kerins,

Jain

2023

The Clinical Teacher

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Exploring constructions of female surgeons’ intersecting identities and their impacts: a qualitative interview study with clinicians and patients in Ireland and Scotland

Offiah,

Cable,

Schofield

et al. 2024

Front. Med.

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IntroductionWhile many studies have explored surgeons’ personal and professional identities separately, our study is the first to examine intersecting female surgical identities. We explore intersecting surgical identities constructed by self and others (colleagues and patients) within two healthcare systems and their perceived impacts answering the research question: How do female surgeons’ constructed identities intersect, and what influences do those intersections have on their surgical lives?MethodsWe employed qualitative methodology drawing on semi-structured biographical narrative interviews underpinned by social constructionism. We employed intersectionality theory as an analytical lens. We adopted maximum variation sampling to identify diverse participants, including 38 surgeons (29 female; 9 male), 9 non-surgical colleagues (8 female, 1 male), and 13 patients of female surgeons (7 female, 6 male). Our 29 female surgeons also included six who had transitioned out of surgery. We analyzed the dataset using a five-step Framework Analysis approach. We captured talk about identities, as well as identity talk (constructions of identity through participants’ talk).FindingsMultiple intersecting personal (not just gender) and professional identities were constructed and reported to have multiple impacts on female surgeons’ lives (including their education, training, and success). We present intersecting identities and their impacts relating to gender through four primary intersections: (a) gender + ethnic identities; (b) gender + parenthood identities; (c) gender + age identities; and (d) gender + professional identities (namely carer, competent, mentor/mentee, role model and leader). Our findings particularly highlight the challenges experienced by female surgeons of color, who are mothers, who are younger and/or who are leaders, illustrating diversity in women’s experiences beyond that of gender alone. Finally, we found unexpected insights into male surgeons and fatherhood.DiscussionIntersectionality theory offered a novel analytical lens to extend existing knowledge on female surgical identities. Further research is warranted exploring intersecting identities of female surgeons of color, younger female surgeons, and male surgeons who are fathers, as well as identities unexplored in this study (e.g., diverse sexualities). We need to raise awareness of intersecting identities and their impacts in surgery, as well as providing training, allyship, and policy revision that is sensitive to intersectionality.

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Gender Matters: Understanding Transitions in Surgical Education

Cited by 3 publications

References 55 publications

The role of feedback in supporting trainees who underperform in clinical environments

The role of feedback in supporting trainees who underperform in clinical environments

Commentary: Imagining possibilities for JEDI in research

Exploring constructions of female surgeons’ intersecting identities and their impacts: a qualitative interview study with clinicians and patients in Ireland and Scotland

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