Who do you think you are? Medical student socioeconomic status and intention to work in underserved areas.
*Career Choice; *Intention; *Medically Underserved Area; Adolescence; Adolescent; Attitude of Health Personnel; Career Planning and Development; Ethnic Groups; Female; Humans; Intention; Male; Medical – Psychosocial Factors; Medical – Statistics and Numerical Data; Medical/*psychology/*statistics & numerical data; Medically Underserved Area; Medically underserviced areas; Practice location intentions; Scales; Sex Factors; Social Class; Socioeconomic status; Students; Widening participation; Young Adult
A frequently cited rationale for increasing the participation of students from low socioeconomic status (SES) backgrounds is that it will create a workforce who will choose to work in low SES and medically underserviced communities. Two theoretical arguments, one that supports and one that contradicts this assumption, are proposed to explain the practice location intentions of medical students which we examine in a longitudinal analysis. SES background and future intentions of 351 applicants to an undergraduate medical degree were assessed at Time 1, with intentions re-assessed one year later for 96% of those who were enrolled as medical students. Students from very low (and very high) SES backgrounds indicated lower intention to practice in low SES or medically underserviced areas than those from mid-range SES backgrounds. Males and students from non-English speaking backgrounds indicated less desire to work in low SES areas, perhaps explained by high aspirational motivation. SES accounted for a relatively small amount of variance in practice intentions. Alternate predictors of practice location, including individual values and training effects, and their implications for selection practice, are discussed.
Griffin Barbara; Porfeli Erik; Hu Wendy
Advances in health sciences education : theory and practice
2017
2017-05
Article information provided for research and reference use only. All rights are retained by the journal listed under publisher and/or the creator(s).
<a href="http://doi.org/10.1007/s10459-016-9726-1" target="_blank" rel="noreferrer noopener">10.1007/s10459-016-9726-1</a>
Uncovering the hidden medical curriculum through a pedagogy of discomfort.
*Curriculum; *Decision Making; *Physician-Patient Relations; Adult; Education; Female; Humans; Medical; Models; Psychological; Undergraduate/*methods
What lies beneath the formal or overt curriculum may impair students' professional growth and development, including their ability to foster genuine relationships with patients and others, and may contribute to the inadvertent, often negative attitudes, beliefs, and behaviors expressed by medical students and witnessed by educators within and external to the classroom environment. To understand the impact a hidden medical curriculum has on both students and educators, I look at one particular model often used in medical education–the physician-patient relationship. I show how this therapeutic relationship ought to be understood through a pedagogy of discomfort, a model developed by Megan Boler (Feeling Power; Emotions and Education, 1999), as a way to uncover the hidden curriculum as it engages students in a collective, critical discourse through which their sense of self in relation to others becomes the groundwork for their professional and moral development. Understanding the physician-patient relationship through a pedagogy of discomfort also teachers students how to critically think about the different values and beliefs held by physicians and patients and how to begin to recognize themselves as physicians in relation to their patients and others.
Aultman Julie M
Advances in health sciences education : theory and practice
2005
2005-08
Article information provided for research and reference use only. All rights are retained by the journal listed under publisher and/or the creator(s).
<a href="http://doi.org/10.1007/s10459-004-4455-2" target="_blank" rel="noreferrer noopener">10.1007/s10459-004-4455-2</a>