Reconsidering Theories and Models of Specialty Preference: A Critical Review

AUTHORS

Shahram Yazdani 1 , Salimeh Khalili Azandehi 2 , * , Aliasghar Ghorbani 3

1 Associated Professor, Dean of School of Medical Education Sciences, Shahid Beheshti University of Medical Sciences, Tehran, Iran

2 PhD Candidate at School of Medical Education Sciences, Shahid Beheshti University of Medical Sciences, Tehran, Iran

3 PhD Candidate at Medical Education, School of Medicine, Iran University of Medical Sciences, Tehran, Iran

How to Cite: Yazdani S, Khalili Azandehi S, Ghorbani A . Reconsidering Theories and Models of Specialty Preference: A Critical Review, J Med Edu. 2018 ; 17(2):e105615. doi: 10.22037/jme.v17i2.20570.

ARTICLE INFORMATION

Journal of Medical Education: 17 (2); e105615
Published Online: October 19, 2018
Article Type: Review Article
Received: February 28, 2018
Accepted: June 19, 2018
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Abstract

Background: Choosing medical specialties by physicians is important in workforce planning of health care services; yet there is not enough theoretic understanding about how medical specialties are chosen. So the key concepts of nine theories have been the basis of the present study.Methods: In this study the Critical Review methodology, Carnwell and Daly structures and the three steps proposed by Schutz were used.Results: While we criticize the work of each theorist with a casual sequence of effective factors on the chosen career in each theory, we have tried to design a comprehensive Meta model for specialty choiceby investigating and synthesizing available theories.Conclusion: This model has remarkable advantages to other presented models and related context to explain factors affecting career choice. Since it includes all elements concerning career choice, it can be used as the basic tool to identify professional interests, help choose a career effectively and provide critical information for policy- makers for the effective management of physician workforce in different specialties and different regions in the country.

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  • © 2018, Journal of Medical Education. This is an open-access article distributed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/) which permits copy and redistribute the material just in noncommercial usages, provided the original work is properly cited.
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