Widening the diversity of clinical academic staff: an enquiry.

Abstract

Introduction: Lack of diversity in academic staff is a national problem. At an interview for academic GP positions at our institution, there were no applicants of ethnic minority background. This does not represent our undergraduate GP teacher workforce.

Methods: To understand reasons behind the lack of applicant diversity, we held two focus groups of GP teachers at our institution's annual GP teaching fora. These were recorded, transcribed and thematically analysed.

Results: Six key themes emerged. The major theme attributed the barriers to applying for an academic GP post to individual, institutional and cultural factors. Individual factors included a concern of being under-qualified, out of comfort-zone as well as a lack of awareness of the role. Institutional factors noted insufficient ethnic minority academic role models and inaccessible advertising. Cultural factors illustrate increased challenge, disproportionate stress and paucity of contacts. Our participants discussed their recommendations for change and reflected on their positive experiences.

Discussion: Our research highlights the interplay of factors affecting applicant diversity in academic GP posts. Intersectional theory helps explain the disadvantage, and role modelling is a mechanism to break free. Change is achievable. Interventions can be targeted at both individuals and institutions, to provide momentum for cultural rehabilitation.