464 - Through Their Eyes: A Photovoice Exploration of Parenthood During Clinical Training

Friday, April 28, 2023

5:15 PM – 7:15 PM ET

Poster Number: 464
Publication Number: 464.122

Elisa Phillips, Stanford University School of Medicine, REDWOOD CITY, CA, United States; Caitlin Billingham, Stanford University School of Medicine, San Jose, CA, United States; John Barber, Stanford University School of Medicine, Palo Alto, CA, United States; Caroline Rassbach, Stanford University, Palo Alto, CA, United States

Presenting Author(s)

EP

Elisa Phillips, MD (she/her/hers)

Pediatric Hospital Medicine Fellow
Stanford University School of Medicine
REDWOOD CITY, California, United States

Background: The experience of parenthood during clinical training is complex, challenging, and often misunderstood by non-parent physician colleagues. Recent literature recognizing the tension between parenthood and training has garnered awareness about this population and their unique needs. However, it can be hard to teach others about these realities without visual representation. Photography has the potential to showcase lived experience in a novel and impactful way that can escape words alone. Photovoice, a participatory action research method, uses photography to empower participants to share lived experiences, while also utilizing critical dialogue through group discussion to promote social change.

Objective: Our study aims to 1) address the current lack of qualitative data showcasing the lived experience of parenthood in medical training by utilizing photovoice as an expressive tool and 2) enhance the collective understanding about trainees who are parents so we can optimize support for this vital part of our physician workforce.

Design/Methods: In this IRB-approved exploratory study using qualitative photovoice methodology we conducted semi-structured focus groups with physician trainees (residents and fellows) who identified as parents during clinical training. Participants attended an orientation session where they were educated on photovoice practices and instructed to photograph their experiences navigating parenthood during medical training. Each participant selected 3 personal photographs to share and reflect on in the focus group setting. Focus group questions were developed through extensive literature review. Two authors independently coded transcripts, with validation by a third author for consensus of thematic analysis through a phenomenological approach using the lens of Cruess et al’s framework of professional identity formation.

Results:

We conducted 4 focus groups with participants representing 8 different subspecialties (n = 14). Six major themes (Table 1) regarding the experience of parenthood during medical training emerged from group reflections on the 42 submitted photographs. We summarized participants’ perspectives on institutional strengths and opportunities for change (Table 2).

Conclusion(s): Our data highlights the numerous challenges and strengths of navigating parenthood during medical training with the added power of visual context. Photovoice methodology allowed our participants to creatively highlight opportunities to promote workplace culture change, and their perspectives can guide future efforts to enhance support of physician trainees who are parents.