Workplace Politics and Its Effect on Postgraduate Obstetrics and Gynecology Training: An Exploratory Study

Power, favoritism, and informal influence are the hallmark features of workplace politics, which can have significant implications on postgraduate medical education. Objectives: To investigate the effects of these dynamics on learning, morale, and professional growth among obstetrics and gynecology fellowship trainees in two tertiary care hospitals in Pakistan. Methods: Qualitative exploratory study using thematic analysis of semi-structured interviews and open-ended survey responses. Sixteen female obstetrics and gynecology fellows from two different teaching hospitals of Pakistan responded; the names of these hospitals are being kept anonymous. Data were collected via anonymous online questionnaires with quantitative Likert items and open-ended questions, followed by in-depth semi-structured interviews. Responses underwent inductive coding to identify recurrent themes around politics, mentorship, bullying, and workplace culture. Results: Six themes emerged: (1) favoritism affecting access to surgical cases and evaluations, (2) lack of supervisory accountability, (3) isolation and reduced self-confidence among non-favored trainees, (4) impaired team cohesion, (5) normalization of political behavior, and (6) absence of formal grievance mechanisms. Quantitatively, 75% of trainees reported that workplace politics substantially hindered their learning, including limited clinical exposure, delayed skill acquisition, and reduced participation in teaching sessions. Additionally, 87.5% felt uncomfortable reporting bias or bullying, highlighting a lack of psychological safety in the training environment. Conclusions: Workplace politics in postgraduate obstetrics and gynecology training negatively impact learning outcomes by restricting access to practical training, reducing self-efficacy, and undermining collaborative learning. Implementing transparent case allocation, ethical leadership training, anonymous reporting mechanisms, and structured audits is essential to foster an equitable and supportive educational environment.