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Table 3 Effect of level in the curriculum and interest in PM on student’s realistic perception of PM

From: Working in preventive medicine or not? Flawed perceptions decrease chance of retaining students for the profession

Subscales

First-choice students (N = 937)

Second-choice students (N = 432)

Effect

Junior (N = 667)

Senior (N = 270)

Junior (N = 194)

Senior (N = 238)

Interest in PM

Level in the curriculum

Interaction effect

M

SD

M

SD

M

SD

M

SD

F

F

F

PM knowledge and skills

.13

.20

.15

.17

.16

.10

.13

.19

.33

.09

6.07**

Basic sciences

.30

.36

.22

.37

.31

.37

.29

.42

2.67*

4.61*

1.96

Daily work characteristics

.24

.21

.25

.18

.25

.17

.22

.25

.18

1.02

3.02*

Community practice

.22

.40

.28

.33

.23

.35

.32

.34

1.07

11.36**

.15

Clinical practice

−.02

.35

−.01

.32

−.02

.39

.05

.33

2.67*

3.55*

2.01

Working stress

.16

.44

.03

.36

.10

.41

.13

.41

.85

3.93*

11.77**

  1. *One-tailed p value ≤ .05. **One-tailed p value ≤ .01, df = 3
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Human Resources for Health

ISSN: 1478-4491