Is Career Planning Necessary for Medical Students?

Abstract

Is Career Planning Necessary for Medical Students? Medical students' career planning for their future affects their specialty choices and professional career options. The aim of this study was to evaluate the awareness of fourth-year medical students about career planning and their educational needs in this context. Method : It was planned as a cross-sectional study with 333 fourth year medical students. The participants were asked to answer a questionnaire prepared after a detailed literature review and expert opinions. The content of the questionnaire included demographic characteristics, reasons for choosing medical school, career and specialty preferences, factors affecting the choice of specialty, the status of receiving support for career planning and the need for support. In addition, career structuring inventory was administered to the students. Results: The female to male ratio of the participants was 1.22 (183/150). 94.2% (312/331) of the students planned to choose a specialty. Choices were influenced by factors such as working conditions, personal interest, financial concerns and required specialty exam score. While 75.3% of the students stated that they needed career planning support, 85.8% thought that they did not receive adequate guidance. Female students need career counseling more than male students. Moreover, it was observed that there is a low interest in surgical specialties, especially among female students, indicating a potential gap in these fields in the future. The low averages (2.59-2.87) in the preparation phase of the career structuring questionnaire indicate that it should be evaluated in terms of those who may need support on the subject. Conclusion: As a result of our study, we observed the necessity of career structuring education and services and mentoring programs in medical education. Students can be supported to make correct and informed decisions with these approaches. It is considered important to take this situation into consideration in policy planning that will ensure a balanced and continuous health education.

Keywords

• Career planning
• medical education
• awarness

Tıp Fakültesi Öğrencileri İçin Kariyer Planlama Gerekli midir?

Abstract

Tıp öğrencilerinin gelecekleri için kariyer planlaması, uzmanlık seçimlerini ve mesleki kariyer seçeneklerini etkilemektedir. Bu çalışmada tıp fakültesi dördüncü sınıf öğrencilerinin kariyer planlama konusundaki farkındalık durumlarını ve bu bağlamda eğitim ihtiyaçlarını değerlendirmektir. Metod : 333 adet dördüncü sınıf tıp öğrencisi ile kesitsel bir çalışma olarak planlanmıştır. Katılımcılardan ayrıntılı bir literatür taraması ve uzman görüşleri alınarak hazırlanan bir anketi cevaplamaları istenmiştir. Anket içeriği açısından demografik özellikleri, tıp fakültesini seçme nedenlerini, kariyer ve uzmanlık alan tercihlerini, uzmanlık alan seçimini etkileyen faktörleri, kariyer planlama ile ilgili destek alma durumu ve desteğe duyulan ihtiyacı kapsamaktadır. Ayrıca öğrencilere kariyer yapılandırma envanteri uygulanmıştır. Bulgular: Katılımcıların kadın / erkek oranı 1.22’di (183/150). Öğrencilerin %94,2'si (312/331) bir uzmanlık alanı seçmeyi planlamıştır. Seçimler çalışma koşulları, kişisel ilgi, mali kaygılar ve gerekli uzmanlık sınavı puanı gibi faktörlerden etkilenmiştir. Öğrencilerin %75,3'ü kariyer planlama desteğine ihtiyaç duyduklarını ifade ederken, %85,8'i yeterli rehberlik almadıklarını düşünmektedir. Kız öğrenciler, erkek öğrencilere kıyasla kariyer danışmanlığına daha fazla ihtiyaç duymaktadır. Ayrıca, özellikle kız öğrenciler arasında cerrahi uzmanlık alanlarına olan ilginin az olduğu gözlemlenmiş ve bu da gelecekte bu alanlarda olası potansiyel bir boşluğa işaret etmiştir. Kariyer yapılandırma anketinin hazırlık aşamasındaki düşük ortalamalar (2.59–2.87), konu hakkında desteğe ihtiyaç duyabilecekleri açısından değerlendirilmesi gerekliliğini göstermektedir. Sonuç: Çalışmamızın sonucunda tıp eğitiminde kariyer yapılandırma eğitimi ve hizmetleri ile mentorluk programlarının gerekliliğini gözlenmiştir. Öğrencilere bu yaklaşımlar ile doğru ve bilinçli karar vermeleri desteklenebilir. Sağlık eğitiminde dengeli ve süreklilik sağlayacak politika planlamalarında bu durumunda göz önünde bulundurulması önemli olduğu değerlendirilmektedir.

Keywords

• Kariyer planlama
• tıp eğitimi
• farkındalık

References

1. 1. Serbes M, Albay M. Importance of Career Planning and Development in Education. International Journal of Social Sciences & Educational Studies. 2017; 4(2):149-154.
2. 2. Hollar N, Kuchınka DGJ, Feınberg J. Professional Development Opportunities and Job Satisfaction: A Systematic Review of Research. Journal of International Management Studies. 2022; 22(1):10–19.
3. 3. McKenzie S, Coldwell-Neilson J, Palmer S. (2017). Informing the career development of IT students by understanding their career aspirations and skill development action plans. Australian Journal of Career Development. 2017;26(1), 14-23.
4. 4. Zink BJ, Hammoud MM, Middleton E, Moroney D, Schigelone A. A comprehensive medical student career development program improves medical student satisfaction with career planning. Teach Learn Med. 2007;19(1):55-60.
5. 5. Sweeney KR, Fritz RA, Rodgers SM. Careers in medicine at Vanderbilt University School of Medicine: an innovative approach to specialty exploration and selection. Acad Med. 2012;87(7):942-8.
6. 6. Thomas A, Kinston R, Yardley S, McKinley RK, Lefroy J. How do medical schools influence their students' career choices? A realist evaluation. Med Educ Online. 2024;29(1):2320459.
7. 7. Dyrbye LN, Burke SE, Hardeman RR, Herrin J, Wittlin NM, Yeazel M, et al. Association of Clinical Specialty With Symptoms of Burnout and Career Choice Regret Among US Resident Physicians. JAMA. 2018; 18;320(11):1114-1130. Retracted and republished in: JAMA. 2019 Mar 26;321(12):1220-1221.
8. 8. Davis M, Desy J, Kassam A, McLaughlin K. The Choice! The challenges of trying to improve medical students' satisfaction with their specialty choices. Can Med Educ J. 2023;14(5):49-55.

9. 9. Draper C, Louw G. What is medicine and what is a doctor? Medical students’ perceptions and expectations of their academic and professional career. Medical Teacher. 2007;29(5): e100–e107.
10. 10. Krauthausen M, Leutritz T, Koch MJ, Hagen PE, König S, Simmenroth A. Personality and interest in general practice: results from an online survey among medical students, BMC Primary Care, 2024;25:415 .
11. 11. Savickas ML, Porfeli EJ, Hilton TL, Savickas S. The Student Career Construction Inventory. Journal of Vocational Behavior. 2018; 106:138–152.
12. 12. Akyol EY, Öztemel K. Implementation of career construction model of adaptation with Turkish University students: a two- study paper, Current Psychology. 2021;41:1-12.
13. 13. Harackiewicz JM, Smith JL, Priniski SJ. Interest Matters: The Importance of Promoting Interest in Education. Policy Insights Behav Brain Sci. 2016;3(2):220-227.
14. 14. Deutsch T, Heine A, Lippmann S, Geier AK, Bauer A, Frese T. Medical students’ perspectives on earning opportunities of self-employed physicians — realistic and relevant for the process of career choice?. BMC Med Educ 2020;20:42.
15. 15. Ekmen E, Keklik B. Tıp Fakültesi Öğrencilerinin Kariyer Tercihleri Üzerine Bir Araştırma. Süleyman Demirel Üniversitesi Sosyal Bilimler Enstitüsü Dergisi. 2023;47:21-47.
16. 16. Yıldırım AC, Ucan Z, Uney I, Zeren S, Tas MA. Factors affecting interns to prefer general surgery specialization. Atlantic J Med Sci Res. 2022;2(4):79-83.
17. 17. Breuer RM, Waitzberg R, Breuer A, Cram P, Bryndova L, Williams GA, et al.Work like a Doc: A comparison of regulations on residents' working hours in 14 high-income countries. Health Policy. 2023;130:104753.
18. 18. Dimou FM, Eckelbarger D, Riall TS. Surgeon Burnout: A Systematic Review. J Am Coll Surg. 2016;222(6):1230-1239.
19. 19. Craig LB, Buery-Joyner SD, Bliss S, Everett EN, Forstein DA, Graziano SC, et al. Undergraduate Medical Education Committee, Association of Professors of Gynecology and Obstetrics. To the point: gender differences in the obstetrics and gynecology clerkship. Am J Obstet Gynecol. 2018;219(5):430-435.
20. 20. Duhm L, Wittek A, Plöger R, Haverkamp N, Marinova M, Strizek B, et al. Exploring Undergraduate Medical Students' Perceptions and Career Choices in Obstetrics and Gynecology. Geburtshilfe Frauenheilkd. 2025;85(3):333-343.
21. 21. Tengiz Fİ, Babaoğlu AB. Tıp Fakültesi Son Sınıf Öğrencilerinin Kariyer Tercihleri ve Bu Tercihleri Etkileyen Faktörler. Med J SDU. 2020;27(1):67-78.
22. 22. Schoon B, Kötter T. Intracurricular Factors Influencing Medical Students' Specialty Choice: A Systematic Review. Adv Med Educ Pract. 2024 Nov 23;15:1127-1140.
23. 23. Compton MT, Frank E, Elon L, Carrera J. Changes in U.S. medical students' specialty interests over the course of medical school. J Gen Intern Med. 2008;23(7):1095-100.
24. 24. Levaillant M, Levaillant L, Lerolle N, Vallet B, Hamel-Broza JF. Factors influencing medical students' choice of specialization: A gender based systematic review. EClinicalMedicine. 2020;28:100589.