Huisartsgeneeskunde: aantrekkingskracht en beroepstrouw ... - Lirias

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46 Making General Practice Attractive: Encouraging GP attraction and Retention KCE Reports 90 FINANCIAL ASPECTS AND CAREER OPPORTUNITIES: DIFFERENCES BETWEEN GP STUDENTS AND OTHER STUDENTS Both cohorts attach an importance to ‘a good salary’ but candidate specialists seem to attach more importance to ‘regular salary increases’ than future GP’s. Moreover, there is a statistically significant difference between both groups of students with respect to professional prospects. The value attached to ‘Career opportunities’ has the strongest association (0.263) with the specialty choice (higher for future specialists). PRESTIGE: LESS IMPORTANT Prestige does not seem to be very important for the students although a statistically significant difference can be found for both groups of students. Students choosing to specialize in family medicine/general practice are more oriented towards ‘not important’ whereas students choosing another specialty tend to value it as more ‘important’. INTERESTING WORK All students report that having interesting work is the most valued in their future professional life. It has the highest score in both groups (5.6 and 5.5). There is a statistically significant difference between both students groups for the values ‘developing new skills and acquiring knowledge’ and ‘a good reward’ (the total of financial and social rewards): the group specializing in family medicine/general practice seems to value less both items. GP STUDENTS VALUE MORE FLEXIBILITY THAN JOB SECURITY An important item is that GP students value more ‘Flexible working hours’ than ‘Job security’. The specialist group values ‘Job security’ more than ‘Flexible working hours’. Controlled for gender and university effects only the three strongest effects remain statistically significant i.e., ‘Career opportunities’, ‘Prestigious job designation’ and ‘Flexible working hours’. s OTHER VALUES FOR THE FUTURE PROFESSIONAL LIFE All students value other psychosocial job characteristics such as 'Nice colleagues', Good working relationship with colleagues', 'Being accepted by others' and working conditions as' free days and holidays considerably. After controlling for gender and university effects, the relationship between ‘being accepted by others’ and specialty choice becomes statistically significant (odds ratio 3.213 [95% CI (1,048-9,847)] for choosing family medicine/general practice). ‘Openness and honesty between colleagues’, ‘Pleasant working conditions’, ‘Developing self-respect’ and ‘Developing friendships’ seem to be valued equally by all the students as shown by nil effect size. 3.6.1.3 Motivation to choose medicine Table 5 displays some associations with the choice of GP or other specialty. s The answering categories of the different future values were dichotomised. E.g. Totally unimportant, very unimportant and quite unimportant became ‘unimportant’; quite important, very important and totally important became ‘important’.
KCE Reports 90 Making General Practice Attractive: Encouraging GP attraction and Retention 47 Table 5: Crosstab dichotomous and ordinal variables with respect to motivation to choose medical education When did you choose to study medicine? Students who choose another specialty than GP (%) Students who choose to become a GP (%) Cramer's V P-value Cramer's V n I was already interested in medicine when I was a child 32,0 36,2 0,041 0,395 422 When doing my secondary studies 36,7 36,9 0,002 0,964 422 In the last year of my secondary studies 38,1 36,2 0,019 0,702 422 While studying another further education course 7,1 4,3 0,056 0,249 422 I don’t know 0,4 0,0 0,035 0,478 422 What was one of the deciding factors in your choice of medicine? It was obvious, this subject fitted in with my personality 26,7 28,4 0,018 0,715 422 Dealing with people 13,9 36,9 0,264 0,000 422 Intellectual challenge 12,5 5,0 0,118 0,015 422 Combination of intellectual challenge and dealing with people 70,8 66,0 0,050 0,308 422 The prestige of the medicine study 17,4 8,5 0,120 0,014 422 Because I was a good student 18,6 16,3 0,029 0,557 420 My own contact with doctors 18,9 20,7 0,021 0,663 420 Media 1,4 1,4 0,000 0,997 422 General interest 54,6 62,4 0,074 0,128 421 Other 10,0 6,4 0,060 0,220 422 Who influenced your choice of medicine, either negatively or positively? Parent(s) who is (are) physician 20,1 16,3 0,045 0,352 420 Parents who aren’t physician 36,2 29,8 0,064 0,190 420 Other family members 16,8 12,8 0,053 0,281 421 Friends / Acquaintance 23,7 20,9 0,031 0,521 418 Physicians who treated you or your family 10,7 17,0 0,089 0,068 421 Teachers out of secondary school 14,6 10,6 0,056 0,253 421 Nobody 35,0 33,3 0,017 0,734 421 Others 5,7 7,1 0,027 0,579 421 When you started your studies did you already have an idea of the specialization you wanted to do later? 422 Yes 27,8 48,2 0,203 0,000 Four statistically significant differences can be identified. The biggest differences exist for the items concerning ‘What was one of the deciding factors to start medicine?’ IMPORTANCE OF HUMAN RELATIONSHIPS FOR GP STUDENTS Those who want to become a GP mention more often ‘Dealing with people’ (36,9% versus 13,9%, P-value < 0,000). This item has also the strongest correlation with specialty choice (0.264). By contrast students who chose another specialty than GP more often mentioned 'Intellectual challenge' and 'The prestige of the medicine study'. These two statistically significant differences however disappear after controlling for gender and effects of universities in a binary logistic regression. It is remarkable that the scoring of ‘intellectual challenge’ as a determinant is rather low in both groups (only 12% and 5%). This result needs further explanation. These are the statistically significant differences, but are not the reasons to start medical education that are most important. For all the students ‘the combination of dealing with people
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Huisartsgeneeskunde: aantrekkingskracht en beroepstrouw ... - Lirias

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