Why a medical career and what makes a good doctor? Beliefs of incoming United States medical students

R. A. Gillies, P. R. Warren, E. Messias, W. H. Salazar, P. J. Wagner, T. A. Huff

Research output: Contribution to journalArticle

5 Citations (Scopus)

Abstract

Introduction: Beginning medical students' beliefs about the medical profession have been well studied internationally but have only been minimally studied in the United States (U.S.) recently. Up-to-date research on U.S. medical students' beliefs is warranted so educators can employ these predispositions as a baseline for curriculum and student professional development. Methods: We conducted focus groups with a first-year class (n=189) of U.S. medical students at the beginning of their academic year. In an iterative theming process, investigators worked in dyads and subsequently as a group to develop a list of preliminary themes expressed in the focus groups. Investigators individually sorted preliminary themes into similar categories. All sorted preliminary themes and categories were placed in a matrix from which final themes were derived. Findings: Investigators found eight themes for the question "Why pursue a career in medicine?" and six themes for "What makes a good doctor?". Students expected medicine to be intellectually and personally fulfilling, they expected to be respected by the community, indicated that early experiences with medicine impacted their career choices, and anticipated that a medical career would yield financial security. A good doctor was described as a committed, smart, decisive leader who enthusiastically partners with patients via effective interpersonal skills. Discussion: Beginning U.S. medical students hold multi-faceted beliefs about medicine that are similar to international medical students' beliefs. Themes related to patient-centeredness, decisive leadership, and intellectual curiosity have particular utility in curriculum and professional development and should not be ignored. Administrators seeking to expand the physician workforce should consider early experiences, status, and monetary rewards.

Original languageEnglish (US)
JournalEducation for Health: Change in Learning and Practice
Volume22
Issue number3
StatePublished - Dec 22 2009

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Medical Students
medical student
career
Medicine
medicine
Research Personnel
Focus Groups
Curriculum
Students
Career Choice
curriculum
Exploratory Behavior
Group
Administrative Personnel
Reward
dyad
reward
experience
student
profession

Keywords

  • Attitude of health professional
  • Curriculum
  • Education
  • Focus groups
  • Medical
  • Professional role
  • Teaching
  • Undergraduate

ASJC Scopus subject areas

  • Medicine(all)
  • Education

Cite this

Why a medical career and what makes a good doctor? Beliefs of incoming United States medical students. / Gillies, R. A.; Warren, P. R.; Messias, E.; Salazar, W. H.; Wagner, P. J.; Huff, T. A.

In: Education for Health: Change in Learning and Practice, Vol. 22, No. 3, 22.12.2009.

Research output: Contribution to journalArticle

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