Mature entrants to medicine

Woodall, Alan; Pickard, Mark

doi:10.1136/bmj.315.7109.2

Cited by 3 publications

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“…It should be noted that many studies have found sex differences in medical career interest (e.g. [54]), and younger students are also likely to have different attitudes towards careers than their non-mature counter-parts [55]. …”

Section: Resultsmentioning

confidence: 99%

Mapping medical careers: Questionnaire assessment of career preferences in medical school applicants and final-year students

Petrides

McManus

2004

BMC Med Educ

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BackgroundThe medical specialities chosen by doctors for their careers play an important part in the workforce planning of health-care services. However, there is little theoretical understanding of how different medical specialities are perceived or how choices are made, despite there being much work in general on this topic in occupational psychology, which is influenced by Holland's RIASEC (Realistic-Investigative-Artistic-Social-Enterprising-Conventional) typology of careers, and Gottfredson's model of circumscription and compromise. In this study, we use three large-scale cohorts of medical students to produce maps of medical careers.MethodsInformation on between 24 and 28 specialities was collected in three UK cohorts of medical students (1981, 1986 and 1991 entry), in applicants (1981 and 1986 cohorts, N = 1135 and 2032) or entrants (1991 cohort, N = 2973) and in final-year students (N = 330, 376, and 1437). Mapping used Individual Differences Scaling (INDSCAL) on sub-groups broken down by age and sex. The method was validated in a population sample using a full range of careers, and demonstrating that the RIASEC structure could be extracted.ResultsMedical specialities in each cohort, at application and in the final-year, were well represented by a two-dimensional space. The representations showed a close similarity to Holland's RIASEC typology, with the main orthogonal dimensions appearing similar to Prediger's derived orthogonal dimensions of 'Things-People' and 'Data-Ideas'.ConclusionsThere are close parallels between Holland's general typology of careers, and the structure we have found in medical careers. Medical specialities typical of Holland's six RIASEC categories are Surgery (Realistic), Hospital Medicine (Investigative), Psychiatry (Artistic), Public Health (Social), Administrative Medicine (Enterprising), and Laboratory Medicine (Conventional). The homology between medical careers and RIASEC may mean that the map can be used as the basis for understanding career choice, and for providing career counselling.

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Section: Resultsmentioning

confidence: 99%

Mapping medical careers: Questionnaire assessment of career preferences in medical school applicants and final-year students

Petrides

McManus

2004

BMC Med Educ

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“…2 7 8 Adult learners often bring maturity, which may become evident in greater confidence, self awareness, and problem solving skills.…”

Section: The Learner Brings Maturitymentioning

confidence: 99%

Valuing learners' experience and supporting further growth: educational models to help experienced adult learners in medicine

Newman¹

2002

BMJ

104

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The Introduction and Development of Graduate Entry Programmes in the United Kingdom

Kim

Rees

2010

Korean J Med Educ

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In the United Kingdom, 4-year graduate-only medical education programmes (Graduate Entry Programme, GEP) started in 2000, and are running in 16 medical schools with over 800 students annually. This study presents the grounds for introduction of the GEP, and explores its benefits in increasing the medical workforce and widening participation in medical education. An increase in medical student numbers was proposed to cope with the pressing shortage of British doctors and the growing demand for doctors, and the GEP was introduced as a flexible and cost-effective way to meet this demand. It has contributed to increasing the diversity of students in medical schools and widening access to students from more varied social and educational backgrounds. In the United Kingdom, the GEP was established as a supplementary means of providing medical education, and it is unlikely to totally replace traditional 5- or 6-year programmes.

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Mature entrants to medicine

Cited by 3 publications

References 0 publications

Mapping medical careers: Questionnaire assessment of career preferences in medical school applicants and final-year students

Mapping medical careers: Questionnaire assessment of career preferences in medical school applicants and final-year students

Valuing learners' experience and supporting further growth: educational models to help experienced adult learners in medicine

The Introduction and Development of Graduate Entry Programmes in the United Kingdom

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