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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
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Human Resources for Health

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