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Related Experiment Videos

Medical students' beliefs about nine different specialties.

A F Furnham

    British Medical Journal (Clinical Research Ed.)
    |December 20, 1986
    PubMed
    Summary

    Medical students

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    Area of Science:

    • Medical Education
    • Psychology
    • Sociology

    Background:

    • Student attitudes towards medical specialties influence career choices.
    • Understanding these attitudes is crucial for medical school curriculum development.
    • Previous research has explored specialty preferences, but multidimensionality is less understood.

    Purpose of the Study:

    • To investigate the multidimensional attitudes of medical students towards nine distinct medical specialties.
    • To identify underlying dimensions differentiating these specialties from a student perspective.
    • To examine differences in attitudes between preclinical and clinical students.

    Main Methods:

    • A cross-sectional survey was administered to 449 preclinical and postclinical medical students.
    • The survey utilized a 50-item questionnaire assessing attitudes towards nine specialties: anaesthetics, general practice, gynaecology, hospital medicine, paediatrics, pathology, psychiatry, radiology, and surgery.
    • Statistical analysis explored multidimensionality and differences between student groups.

    Main Results:

    • Student attitudes were multidimensional, with specialties perceived differently across various dimensions (e.g., effectiveness vs. patient relationships).
    • Specialties were differentiated along 'soft versus hard' and 'general versus specific' dimensions (e.g., psychiatry: soft/specific; general practice: soft/general; surgery: hard).
    • Modest differences in attitudes were observed between preclinical and clinical students, with experience potentially moderating extreme views.

    Conclusions:

    • Medical student attitudes towards specialties are complex and not monolithic.
    • The 'soft/hard' and 'general/specific' dimensions provide a framework for understanding specialty perceptions.
    • Curricular interventions may be beneficial in shaping student specialty perceptions, particularly as they progress through clinical training.

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