부산대학교 도서관

Medical students' specialty preference (SP) for future areas of expertise in the context of their profession has always been in focus of interest. The purpose of this study was fourfold: (i) To disclose medical students' SP; (ii) To reveal SP's underlying extrinsic, intrinsic or dual motivations; (iii) To assess medical students' trait emotional intelligence (EI), and general sense of perceived selfefficacy (GSE); (iv) To observe gender differences in SP choice. 93% out of 318 medical students completed questionnaires comprising 13 SP hints and student's underlying motivation for SP. By Trait Emotional Intelligence Questionnaire-Short Form and General Self-Efficacy Scale, students' personality characteristics were self-rated. By principal component analysis, the components 'working situation' (reflecting extrinsic motivation), 'specialty prospect' (suggesting intrinsic motivation) and 'Career Opportunity' (indicating dual motivation) were scrutinised. Students scoring high on trait EI and GSE were analysed separately. Male students prioritised surgical specialties (26%); female students preferred general practice (13.7%). Female students exhibited intrinsic motivation in Specialty Prospect; male students displayed extrinsic motivation in Career Opportunities. High trait EI-scoring male students surpassed high-scoring female students; high GSE-scoring male students exceeded high-scoring female students; also, in the total sum GSE as opposed to total sum of trait EI scores, where no gender difference emerged. Components specialty prospect and career opportunity related to students' trait EI and GSE. Family characteristics linked to students' trait EI and GSE along with their SP choice. In conclusion, male students prioritised surgical specialties as opposed to female students, who preferred general practice. The underlying motivation attracting a student to SP was revealed. Female students were intrinsically motivated, more so than male students, who displayed extrinsic ambition. High trait EI-scoring male students surpassed high-scoring female students, but no gender difference was found in total EI sum. High GSE-scoring male students exceeded highscoring female students, also in total GSE sum. Trait EI and GSE were non-interchangeable but complementary measures informative in medical education. [ABSTRACT FROM AUTHOR]