Motivation for medical school: the relationship to gender and specialty preferences in a nationwide sample

Vaglum, Per; Wiers‐Jenssen, Jannecke; Ekeberg, Øivind

doi:10.1046/j.1365-2923.1999.00293.x

Cited by 92 publications

(129 citation statements)

References 10 publications

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“…Similar motives (Karalliedde & Premadasa 1988) and intellectual content were found in other studies on pre-medical and medical students (Kutner & Brogan 1980;Harth et al 1990;Todisco et al 1995;Vaglum et al 1999;Lovecchio & Dundes 2002;Wierenga et al 2003;Rolfe et al 2004;Khater-Menassa & Major 2005). The ability to help people appears to be the strongest motive (Kutner & Brogan 1980;Price et al 1994;Todisco et al 1995;Vaglum et al 1999;Rolfe et al 2004;Millan et al 2005). Women over 30 chose medicine to find intellectual motivation, develop competence and feel achievement (Kaplan 1981 increased patient care responsibility, medical knowledge, personal challenge and status (Gussman 1982).…”

Section: Motivation As An Independent Variablesupporting

confidence: 81%

“…Four major underlying dimensions appeared, as found using the Medical Situations Questionnaire in the UK: helping people, being respected, being indispensable and becoming a scientist (McManus et al 2006). Similar motives (Karalliedde & Premadasa 1988) and intellectual content were found in other studies on pre-medical and medical students (Kutner & Brogan 1980;Harth et al 1990;Todisco et al 1995;Vaglum et al 1999;Lovecchio & Dundes 2002;Wierenga et al 2003;Rolfe et al 2004;Khater-Menassa & Major 2005). The ability to help people appears to be the strongest motive (Kutner & Brogan 1980;Price et al 1994;Todisco et al 1995;Vaglum et al 1999;Rolfe et al 2004;Millan et al 2005).…”

Section: Motivation As An Independent Variablesupporting

confidence: 68%

“…Motivation also influences the choice of a specialty. Students choosing primary care (Rogers et al 1990;Kassler et al 1991;Vaglum et al 1999) and psychiatry (Vaglum et al 1999) were driven by a peopleoriented motive or diversity in diagnosis and treatment (Khater-Menassa & Major 2005) as compared to students choosing high technology or non-primary care specialties, who were driven by science-oriented motive (Vaglum et al 1999) or working with new technology (Khater-Menassa & Major 2005). Other motives for choosing non-primary care specialties were better lifestyle, monetary rewards and prestige (Rogers et al 1990).…”

Section: Motivation As An Independent Variablementioning

confidence: 99%

“…Studies which look into gender differences in motivation for medicine were found. Males report interest in science (Robbins et al 1983;Vaglum et al 1999;McManus et al 2006), being indispensable (McManus et al 2006), helping people (Vaglum et al 1999) and having a career (Robbins et al 1983) as the most important reasons motivating them for medicine. Females report helping people (Wierenga et al 2003) and having a career as the most important reasons (Robbins et al 1983;Vaglum et al 1999).…”

Section: Motivation As a Dependent Variablementioning

confidence: 99%

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Motivation as an independent and a dependent variable in medical education: A review of the literature

et al. 2011

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Background: Motivation in learning behaviour and education is well-researched in general education, but less in medical education. Aim: To answer two research questions, 'How has the literature studied motivation as either an independent or dependent variable? How is motivation useful in predicting and understanding processes and outcomes in medical education?' in the light of the Self-determination Theory (SDT) of motivation. Methods: A literature search performed using the PubMed, PsycINFO and ERIC databases resulted in 460 articles. The inclusion criteria were empirical research, specific measurement of motivation and qualitative research studies which had well-designed methodology. Only studies related to medical students/school were included. Results: Findings of 56 articles were included in the review. Motivation as an independent variable appears to affect learning and study behaviour, academic performance, choice of medicine and specialty within medicine and intention to continue medical study. Motivation as a dependent variable appears to be affected by age, gender, ethnicity, socioeconomic status, personality, year of medical curriculum and teacher and peer support, all of which cannot be manipulated by medical educators. Motivation is also affected by factors that can be influenced, among which are, autonomy, competence and relatedness, which have been described as the basic psychological needs important for intrinsic motivation according to SDT. Conclusion: Motivation is an independent variable in medical education influencing important outcomes and is also a dependent variable influenced by autonomy, competence and relatedness. This review finds some evidence in support of the validity of SDT in medical education.

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Section: Motivation As An Independent Variablesupporting

confidence: 81%

Section: Motivation As An Independent Variablesupporting

confidence: 68%

Section: Motivation As An Independent Variablementioning

confidence: 99%

Section: Motivation As a Dependent Variablementioning

confidence: 99%

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Motivation as an independent and a dependent variable in medical education: A review of the literature

et al. 2011

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“…These areas are person oriented, science oriented and welfare oriented choices. This research proved that similar motivations are playing a significant role in speciality choices as well [7].…”

Section: Introductionmentioning

confidence: 53%

The medical career choice motivations — Results from a Hungarian study

et al. 2011

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AbstractSome decades ago being a medical doctor was characterized unambiguously as a profession that offers help and serves the patients’ needs during medical treatment. In today’s society, this image of the medical profession has been substantially changed. The present paper aims to examine medical career choice motivations and preferences of choosing speciality, in the light of current social and economic changes in Hungary. The study was carried out by using a voluntary, self-administrated, questionnaire among first-year medical students and resident doctors in four medical faculties in Hungary. The career choice motivations of the first-year medical students and resident doctors are similar and match to the traditional health profession career choice motivations. Nevertheless the first-year students consider high income as one of the most important factors. They appear more conscious and more ambitious regarding their future speciality choice. The Hungarian health care system and medical education must be prepared for the presence of students that are aware of the high market value of a medical diploma, have excellent language skills, and consider migration as one main factor in their motivation when choosing a medical profession.

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Practice and Research in Career Counseling and Development—1999

Arbona

2000

The Career Development Quart

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This article reviews the career literature published in 1999 that focused on issues related to the identification and implementation of career choices. The discussion was organized in 3 major areas: publications related to theoretical approaches, new assessment instruments, and career interventions and programs.Writing a review that has as its unifying theme the literature published in a given year in a broad area such as careers is a daunting and overwhelming task. As previous writers of The Career Development Quarterly (CDQ) yearly review have noted, the career-related literature published in any given year is voluminous and diverse (e.g., Swanson & Parcover, 1998;Young & Chen, 1999). Career-and job-related issues clearly encompass many aspects of human experience across the life span that spark the interest of practitioners and researchers from diverse disciplines including counseling, psychology, sociology, and business. Because of its volume and diversity, organizing this literature in a coherent and parsimonious way presents a formidable challenge. Telling a coherent story about important issues related to career development and career counseling seems more relevant than describing every article that was published. For this reason, this review is meant to be comprehensive but not exhaustive.Journal articles and a few chapters and books were selected for inclusion on the basis of their relevance to understanding the career development and career counseling process emphasizing issues directly related to the identification and implementation ofa career choice. Because oftime and space limitations, the literature related to career issues within industrial and organizational settings (e.g., job satisfaction, job strain) was not included. I describe selected articles from that literature when the findings had direct implications for practitioners' understanding of the factors that are associated with how people make and implement career choices. To locate relevant publications, the PsycINFO computerized bibliography was searched for books, chapters, and articles using the terms 1999 and vocational or career. The major counseling-related journals, including those that specializein career issues,were searched manually for relevant articles. A total of 176 career-related publications from 1999 are included in this review.

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Motivation for medical school: the relationship to gender and specialty preferences in a nationwide sample

Abstract: In this first month of the curriculum students regarded person oriented motives as the most important for becoming a doctor.

Cited by 92 publications

References 10 publications

Motivation as an independent and a dependent variable in medical education: A review of the literature

Motivation as an independent and a dependent variable in medical education: A review of the literature

The medical career choice motivations — Results from a Hungarian study

Practice and Research in Career Counseling and Development—1999

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