ArticleThe British journal of general practice : the journal of the Royal College of General Practitioners2025
Exploring the lived experiences of early- and mid-career female academic GPs in the UK: a biographical narrative interview study.
Article in The British journal of general practice : the journal of the Royal College of General Practitioners, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Abstract
backgroundWomen are underrepresented within academic general practice, particularly after mid-career.
aimTo explore the lived experiences of early- and mid-career female academic GPs and inform ways to reduce attrition through the GP academic career path. DESIGN AND
settingThis was an in-depth qualitative interview study within the UK.
methodAdapted biographical narrative interpretive method interviews were utilised, analysed thematically using Braun and Clarke's reflexive method, and informed by Bourdieu's theory of practice. Composite narratives were developed as part of the analysis to identify key biographical storylines and to present findings.
resultsIn total, 39 interviews with a diverse sample of 13 female academic GPs were conducted. Five composite narratives reflecting corresponding themes were generated. Participants described: challenges in 'thriving? or surviving?' in academic general practice; 'feeling on the cliff edge' with precarious careers balanced against fulfilment and creativity; the cumulative burdens of 'doing the juggle'; and living between 'two worlds'. Women who followed conventional academic career pathways appeared more positive within their careers than those who did not. Women who entered later in their GP careers and those who experienced multiple forms of disadvantage reported additional barriers. Participants described their efforts managing practical and ethical tensions between their clinical, academic, and personal responsibilities.
conclusionWomen academic GPs live complex and demanding lives. Different strands of their unfolding life narratives - as clinicians, academics, and partners and/or carers - generate recurrent tensions and conflicting pressures. Experiences are varied. Academic support structures should address (among other things) the career-limiting impact of short-term contracts, mentorship, and inequity in navigating the field.
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