ABSTRACT
OBJECTIVES: This study explored the experiences of clinical academics during the COVID-19 pandemic. The aim was to identify challenges and benefits associated with returning to, or increasing hours at, the clinical frontline. DESIGN: Qualitative data were gathered from a combination of written responses to questions posed in an email and 10 semi-structured interviews between May and September 2020. SETTING: Two higher education institutions and three NHS Trusts in the East Midlands of England. PARTICIPANTS: Written responses were received from 34 clinical academics including doctors, nurses, midwives and allied health professionals. A further 10 participants were interviewed either by telephone or online, via Microsoft Teams. RESULTS: Participants described challenges experienced in returning full-time to the clinical frontline. These included having to refresh or learn new skills and the pressure of managing the competing priorities of NHS and higher education institutions. Benefits of being on the frontline included having the confidence and flexibility to deal with an evolving situation. Also, the ability to quickly assess and communicate the latest research and guidance to colleagues and patients. In addition, participants reported identifying areas for research during this time. CONCLUSION: Clinical academics can contribute their knowledge and skills to frontline patient care in times of pandemic. It is therefore important to ease that process in preparation for potential future pandemics.
ABSTRACT
OBJECTIVES: This study aimed to explore the barriers and facilitators to career progression for female medical clinical academics from the perspectives of female associate professors and professors, with a particular focus on women with caring responsibilities. DESIGN: An exploratory qualitative approach was adopted. Data from semistructured interviews conducted via video calls were analysed using thematic analysis. SETTING: Two major universities in the East Midlands of England. PARTICIPANTS: The sample consisted of 13 female medical clinical academic associate professors and professors representing a range of medical specialties. RESULTS: Female medical clinical academics experienced barriers and facilitators to progress at individual, interpersonal, institutional/procedural and societal levels. CONCLUSIONS: Many barriers experienced at an individual level by female medical clinical academics are heavily influenced by their interpersonal relationships, the academic environment in which they work and broader institutional and procedural issues which, in turn, are influenced by stereotypical societal views on gender roles. Facilitating factors, including measures to increase the numbers of female leaders, may lead to a change of culture that is supportive to aspiring female clinical academics as well as enabling a healthy work/life balance for women and men with caring responsibilities.