How do medical schools influence their students’ career choices? A realist evaluation

Datos Bibliográficos

ID15328294
AutoresAdam Thomas (0000-0001-7156-4477, Keele University), Ruth Kinston (0000-0002-2197-589X, Keele University), Sarah Yardley (0000-0002-1645-642X, Marie Curie Palliative Care Research Department, University College London, London, UK), R K Mckinley (0000-0002-3684-3435, Keele University), Janet Lefroy (0000-0002-2662-1919, Keele University, autor de correspondencia)
Año2024
Volumen29
Número1
Páginas2320459-2320459
Fecha de publicación2024-02-25
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaMedical Education Online (JOURNAL)
Identificadores de la revistaISSN: 1087-2981 • E-ISSN: 1087-2981
EditorialTaylor & Francis (PUBLISHER • GB)
DOI10.1080/10872981.2024.2320459
PMID38404035
OpenAlexW4392165024
IdiomaEN
Citas recibidas2
Referencias citadas30

Our initial theories about career decision-making were refined as follows: It involves a process of testing for fit of potential careers. This process is asymmetric with multiple experiences needed before deciding a career fits ('easing in') but sometimes only a single negative experience needed for a choice to be ruled out. Developing a preference for a speciality aligns with Person-Environment-Fit decision theories. Ruling out a potential career can however be a less thought-through process than rationality-based decision theories would suggest. Testing for fit is facilitated by longer and more authentic undergraduate placements, allocation of and successful completion of tasks, being treated as part of the team and enthusiastic role models. Informal career guidance is more influential than formal. We suggest some implications for medical school programmes

Context (archaeology · Curriculum · Medical education · Medical school · Pedagogy · Preference · Rationality · Test (biology · Diversity and Career in Medicine · Innovations in Medical Education · Medical Education and Admissions · Medicine · Psychology