| Autor: |
Han H; Department of Medical Education, Southern Illinois University School of Medicine, Springfield, Illinois, USA., Korte R; Graduate School of Education and Human Development, The George Washington University, Washington, District of Columbia, USA., Prakash V; Department of Internal Medicine, Southern Illinois University School of Medicine, Springfield, Illinois, USA., Hingle ST; Department of Internal Medicine, Southern Illinois University School of Medicine, Springfield, Illinois, USA. |
| Jazyk: |
angličtina |
| Zdroj: |
Teaching and learning in medicine [Teach Learn Med] 2023 Oct-Dec; Vol. 35 (5), pp. 514-526. Date of Electronic Publication: 2022 Sep 06. |
| DOI: |
10.1080/10401334.2022.2104851 |
| Abstrakt: |
Phenomenon : Faculty career success in academic medicine is complex. Dynamic interactions among faculty and between faculty and their socio-cultural working environments contribute to the mystique of academic advancement. There are few empirical studies that analyze the social practice of faculty career advancement in academic medicine, especially those that focus on relations between individual and environmental contexts. This study aimed to investigate various faculty members' experiences around career advancement in a medical school. Through the analytical lens of Bourdieu's theory of practice, we focused on the relationship among individuals, positions, and environmental contexts. Approach : Following a general process of interpretive grounded theory, we collected faculty members' perceptions and experiences related to their career development and advancement via in-depth semi structured-interviews of 23 faculty at a medical school in the United States. We analyzed the interview transcripts using thematic and constant-comparison analyses, informed by Bourdieu's theory of practice emphasizing the concepts of habitus, field, doxa, illusio, and capital. Findings : While there was a general perception of collaborative success in the school, access to resources seemed to be unequally distributed and linked to faculty positions. Career opportunities, such as leadership and promotion, were mostly granted by leaders based on interpersonal relationships (social capital). Clinical faculty's limited access to professional development activities (cultural capital), including research, limited their likelihood for promotion (symbolic capital) at the school. An institutional emphasis on clinical productivity reinforced clinical faculty's constraints on academic scholarship, which led to perceived inequities by clinical faculty. Participants also perceived subtle gender bias and an unequal distribution of power among the specialties, which contradicted a culture of collaboration and support in the school. Insights : Complex power structures influence faculty career success. Unequal access and differential power among faculty positions resulted in disparities in career advancement. Greater transparency, equity, and inclusivity are obvious suggestions for change to allow all faculty to benefit from essential resources and career building opportunities. Furthermore, building high-quality relationships between leaders and faculty and mutual respect between specialties are essential to sustaining an organizational culture conducive to career success for all faculty. Faculty will benefit from a greater awareness of the structural and normative aspects of a medical school that are less obvious and more difficult to change. This is the value of applying Bourdieu's theory of practice to the socio-cultural dynamics of the medical school. |
| Databáze: |
MEDLINE |
| Externí odkaz: |
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