Effectiveness of Career-Development Courses for Nontraditional Premedical Students

Improving Professional Identity

Datos Bibliográficos

ID13666376
AutoresPaul Henry (0000-0001-6441-725X, Southern Illinois University School of Medicine, autor de correspondencia)
Año1993
Volumen73
Número3_part_1
Páginas915-920
Fecha de publicación1993-12-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaPsychological Reports (JOURNAL)
Identificadores de la revistaISSN: 0033-2941 • E-ISSN: 1558-691X
EditorialSAGE Publishing (PUBLISHER • US)
DOI10.1177/00332941930733pt128
OpenAlexW4253081320
IdiomaEN
Citas recibidas1
Referencias citadas5

The purposes of this study were to examine the effects of three career-development courses on the professional identities of participating students as measured by My Vocational Situation and to investigate the effect of gender on students’ responses to the scale. A total of 64 students enrolled in a special premedical program took the scale as a pretest and again as a posttest after the completion of three career-development courses. Analysis yielded significant differences between pre- and posttest scores for the three subscales of Vocational Identity, Occupational Information, and Barriers. No significant gender differences were observed at pre- or posttest. Implications for further research designed to evaluate the effectiveness of intervention strategies in career development are discussed

Career development · Identity (music · Intervention (counseling · Medical education · Pedagogy · Professional development · Scale (ratio · Vocational education · Applied Psychology · Career Development and Diversity · Innovations in Medical Education · Medical Education and Admissions · Medicine · Psychology