- 여학생들이 Surgical domain으로 career를 나아가기 어려운 이유를 Wenger의 Paradigmatic trajectories를 활용하여 qualitative 하게 연구한 논문.
- 학생은 의과대학 기간동안 보고(Seeing), 듣고(Hearing), 직접 해 본(Doing, Hands-on experience) 경험을 통해서 자신의 미래 이미지를 그리고(Imagining), 이 과정을 통해 Career decision을 한다.
- Wenger에 의하면... "학생들은 바보가 아니다. 의과대학 기간에 무엇을 듣든, 무엇을 배우든, 무슨 행위를 지시받든, 무슨 시험을 보든 실제 일이 이뤄지는 현장을 접하는 순간(actual access to the practice) 얼마 지나지 않아 진짜로 중요한 것이 무엇인지(what counts) 바로 알아챌 것이다."
- Wenger29 describes the importance of ‘paradigmatic trajectories’, which are visible career paths provided by a community that shape how individuals negotiate and find meaning in their own experiences
- ‘Exposure to this field of paradigmatic trajectories is likely to be the most influential factor shaping the learning of newcomers. In the end, it is its members – by their very participation – who create a set of possibilities to which newcomers are exposed as they negotiate their own trajectories. No matter what is said, taught, prescribed, recommended, or tested, newcomers are no fools; once they have actual access to the practice, they soon find out what counts.’29
- Surgical world에 속해 있을 자신의 모습을 그려보지 않았다는 것이 그것을 해보고자 하는 시도조차 하지 않았다는 것을 의미하지는 않는다. 앞서 언급된 과정을 통해 Surgical paradigmatic trajectories에 대한 성 구분(strongly gendered)적인 이미지가 형성되며, '내가 과연 이 길을 갈 수 있을까(paths of possibility)'에 대한 의심도 저절로 계속된다(self-perpetuating). 무엇보다 여학생들이 외과계열 세상에 대해 가지고 있는 이미지를 형성할 수 있는 다른 방법이 없을 때, 그들이 접하는 외과계열을 둘러싼 성 구분적인 담론(discourse)은 더욱 공고해질 것이다.
- Being unable to imagine belonging to the surgical world meant that these students did not even attempt to enter it. Surgical paradigmatic trajectories were strongly gendered, shaped by the processes we have outlined. The self-perpetuating power of these ‘paths of possibility’ was clear: the stories heard by students sustained the gendered discourses surrounding surgery, and the lack of any other avenues through which female students might form their perceptions of the surgical world left these discourses unchallenged.
The only girl in the room: how paradigmatic trajectories deter female students from surgical careers.
Source
School of Health Professions Education, Faculty of Health, Medicine and Life Sciences, Maastricht University, Maastricht, the Netherlands; School of Medicine, Faculty of Medical and Human Sciences, The University of Manchester, Manchester, UK.
Abstract
OBJECTIVES:
Over 60% of UK medical students are female, yet only 33% of applicants to surgical training are women. Role modelling, differing educational experiences and disidentification in female medical students have been implicated in this disparity. We are yet to fully understand the mechanisms that link students' experiences with national trends in career choices. We employ a hitherto unused concept from the theory of communities of practice: paradigmatic trajectories. These are visible career paths provided by a community and are cited by Wenger as potentially the most influential factors shaping the learning of newcomers. We pioneer the use of this theoretical tool in answering the research question: How do paradigmatic trajectories shape female medical students' experiences of surgery and subsequent career intentions?
METHODS:
This qualitative study comprised a secondary analysis of data sourced from 19 clinical medical students. During individual, in-depth, semi-structured interviews, we explored these students' experiences at medical school. We carried out thematic analysis using sensitising concepts from communities of practice theory, notably that of 'paradigmatic trajectories'.
RESULTS:
Female students' experiences of surgery were strongly gendered; they were positioned as 'other' in the surgical domain. Four key processes - seeing, hearing, doing and imagining - facilitated the formation of paradigmatic trajectories, on which students could draw when making career decisions. Female students were unable to see or identify with other women in surgery. They heard about challenges to being a female surgeon, lacked experiences of participation, and struggled to imagine a future in which they would be successful surgeons. Thus, based on paradigmatic trajectories constructed from exposure to surgery, they self-selected out of surgical careers. By contrast, male students had experiences of 'hands-in' participation and were not marginalised by paradigmatic trajectories.
CONCLUSIONS:
The concept of the paradigmatic trajectory is a useful theoretical tool with which to understand how students' experiences shape career decisions. Paradigmatic trajectories within surgery deter female students from embarking on careers in surgery.
© 2013 John Wiley & Sons Ltd.
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