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Table 4 Effect of willingness to work in PM and interest in PM on student’s 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
Willing (N = 570 Not willing (N = 367) Willing (N = 242) Not willing (N = 190) Interest in PM Willing to work in PM Interaction effect
M SD M SD M SD M SD F F F
PM knowledge and skills .15 .16 .11 .23 .15 .15 .13 .16 1.21 6.51** .14
Basic sciences .29 .34 .27 .39 .28 .38 .32 .42 1.28 .01 2.39
Daily work characteristics .24 .19 .23 .22 .25 .18 .21 .26 .27 4.77* 1.42
Community practice .26 .36 .20 .41 .30 .33 .25 .37 4.28* 6.73** .05
Clinical practice −.02 .33 −.02 .36 .03 .35 .01 .37 3.58* .03 .21
Working stress .11 .42 .14 .43 .10 .39 .14 .43 .02 1.69 .07
  1. *One-tailed p value ≤ .05. **One-tailed p value ≤ .01, df = 3