Skip to main content

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