Understanding gendered experiences in academic health sciences: A grounded theory study on leadership and continuing professional development

He, Laurie; Kazi, Tania; Mazzeo, Arianna; Khan, Heba; Mithoowani, Siraj; Chan, Teresa

doi:https://doi.org/10.36834/cmej.79839

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Abstract

Introduction: In order to improve equity amongst leadership roles for all genders, it is important for health professions educators to better understand the intersection of gender and leadership. This study aimed to understand how gender affects leaders in health sciences and their engagement in developing themselves further within their career by exploring: 1) Their engagement with continuing professional development; 2) Their motivations for continued learning 3) The benefits/consequences of their careers.

Methods: A Constructivist Grounded Theory approach was used to investigate this domain. Eligible leaders in health sciences were invited for one-on-one virtual interviews that were transcribed and analyzed by our research team. The data were examined initially in a constant comparative method with reflexive journaling and subsequently examined through axial coding for further themes.

Results: Eighteen qualitative interviews were analyzed. Themes pertaining to support systems, sponsorship/mentorship, and a lack of discourse surrounding gendered constraints were identified at the intersection between gender, academic leadership, and CPD within healthcare education.

Conclusion: Our findings provide insight on the gender gap and its implications on healthcare leaders’ motivations in their role, as well as engagement in continuing professional development.

Résumé

Contexte : Afin d'améliorer l'équité entre les rôles de leadership pour tous les genres, il est important que les formateurs en sciences de la santé comprennent mieux l'intersection entre le genre et le leadership. Cette étude visait à comprendre comment le genre affecte les leaders dans les sciences de la santé et leur engagement à se perfectionner dans leur carrière en explorant : 1) leur engagement dans le développement professionnel continu ; 2) leurs motivations pour continuer à apprendre ; 3) les avantages/conséquences de leur carrière.

Méthodes : Une approche constructiviste fondée sur la théorie a été utilisée pour étudier ce domaine. Les leaders admissibles dans le domaine des sciences de la santé ont été invités à participer à des entretiens virtuels individuels qui ont été transcrits et analysés par notre équipe de recherche. Les données ont d'abord été examinées à l'aide d'une méthode comparative constante avec journalisation réflexive, puis examinées à l'aide d'un codage axial pour dégager d'autres thèmes.

Résultats : Dix-huit entretiens qualitatifs ont été analysés. Des thèmes liés aux systèmes de soutien, au parrainage/mentorat et à l'absence de discours sur les contraintes liées au genre ont été identifiés à l'intersection entre le genre, le leadership académique et le développement professionnel continu dans l'enseignement des soins de santé.

Conclusion : Nos résultats fournissent des informations sur l'écart entre les sexes et ses implications sur les motivations des dirigeants du secteur de la santé dans leur rôle, ainsi que sur leur engagement dans le développement professionnel continu.

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