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Person matching promotes career exploration and choice by linking persons to persons in occupations based on inventory profile score similarity. We examined the efficacy of the procedure for career specialty choice. Medical students (N=196 women, 224 men) responded to the Sixteen Personality Factor Questionnaire (16PF) in their first year of training. After graduating and selecting a medical residency, members of a reference subgroup (n=62) of the total sample were matched with members of a criterion subgroup (n=358) based on 16PF score equivalencies determined by the D[2] statistic. Person matching predicted medical specialty choice 43-60% of the time. Using broader specialty group categories and adding criterion persons increased the number of specialty matches. Additional refinement and analysis should enhance the efficacy of this idiographic approach as an alternative to nomothetic P-E matching for career exploration. Future research should examine person matching in terms of consequential validity.

The present study tested the hypothesis that medical specialties classified as technique oriented or patient oriented would be distinguished by RIASEC code, with technique-oriented specialists resembling Investigative-Realistic types and patient-oriented specialists resembling Investigative-Social types. Using longitudinal data obtained from 447 college students who aspired to become physicians, the authors found that the predominant RIASEC code was the same in both groups of specialties, namely, Investigative-Social. The data suggested that most medical students could fit equally well in several different medical specialties. Thus, they should use Holland's model to explore how well their personalities can be expressed in different specialties and practice environments, not use RIASEC codes to match themselves to particular specialties.

A study investigated the relationship of students' age, race, gender, father's occupation, anxiety, and field independence with grade point averages, first-term grades, and standardized test scores in 85 freshman medical students in a variety of courses. Implications of the findings for different fields are discussed. (MSE)

Medical Education 2010: 44: 570–576 Objectives Three domains comprise the field of human assessment: ability, motive and personality. Differences in personality and cognitive abilities between generations have been documented, but differences in motive between generations have not been explored. This study explored generational differences in medical students regarding motives using the Thematic Apperception Test (TAT). Methods Four hundred and twenty six students (97% response rate) at one medical school (Generation X = 229, Millennials = 197) who matriculated in 1995 & 1996 (Generation X) or in 2003 & 2004 (Millennials) wrote a story after being shown two TAT picture cards. Student stories for each TAT card were scored for different aspects of motives: Achievement, Affiliation, and Power. Results A multiple analysis of variance (p < 0.05) showed significant differences between Millennials’ and Generation X-ers’ needs for Power on both TAT cards and needs for Achievement and Affiliation on one TAT card. The main effect for gender was significant for both TAT cards regarding Achievement. No main effect for ethnicity was noted. Conclusions Differences in needs for Achievement, Affiliation and Power exist between Millennial and Generation X medical students. Generation X-ers scored higher on the motive of Power, whereas Millennials scored higher on the motives of Achievement and Affiliation. [ABSTRACT FROM AUTHOR]

Background: Students' selection of a specialty is an important decision in their career as a physician. While distinguishing primary care physicians from non-primary care specialists has served a purpose for how medicine is practiced and managed, considering alternative ways of grouping specialties is appropriate when exploring specialty decisions. Purpose: This study explored how early specialty preferences correspond to eventual specialty choice using the person-oriented versus technique-oriented taxonomy. Method: Participants were 349 students who completed a career plan survey during the first semester of medical school and later graduated. Results: Chi-square analysis showed a statistically significant difference between students' early preference for a person-oriented or technique-oriented specialty and the specialty they chose for their residency. Conclusion: Students with an early preference for person-oriented specialties were more likely to choose a person-oriented specialty, whereas students with an early preference for technique-oriented specialties were less likely to enter a technique-oriented specialty. [ABSTRACT FROM AUTHOR]

Background: Like all medical schools. Northeastern Ohio Universities College of Medicine (NEOUCOM) has an elaborate committee system for academic review and promotions (ARP). Little research exists locally or nationally on this system. Purpose: E-mail invitations to all 420 NEOUCOM currently enrolled students were sent seeking their participation in a qualitative study that involved interviewing students who had appeared before an ARP committee at any time for any reason to understand how they experienced the process. Method: NUD*IST software was used to analyze the data generated by the interviews. Results: The invitation drew 19 volunteers from the pool of 84 students who, at the time of the messages, had appeared before an ARP committee at least once. Themes were discovered surrounding students' perceptions of the committee's purpose, their experience of it, their beliefs about students' honesty when appearing before the committee, how they felt about themselves after a committee appearance, and how they would improve the process of academic review. [ABSTRACT FROM AUTHOR]

Background: Given changing trends in specialty choices among medical students coupled with continued challenges associated with medical specialty decision-making, it is important for medical educators to understand how students make decisions about their medical career. Medical educators should be aware of how medical school-based experiences and interactions such as faculty, courses, and services impact students’ specialty choices and decisions. Aim: The study determined if differences in influences on specialty decision-making exist for students entering person-oriented specialties versus technique-oriented specialties. Methods: Three hundred and fifty-six fourth-year medical students completed a questionnaire about how the faculty, curriculum, student services, mentoring and professional development programs, lifestyle considerations, family/friends, and other factors influenced their choice of specialty. Results: Chi-square analyses indicated that students pursuing person-oriented specialties compared to technique-oriented specialties were moderately more likely to be influenced by their personal physician, by school faculty, and by medical school activities; slightly more likely to be influenced by medical school offices and services; and slightly less likely to be influenced by income expectations. Conclusions: Students interested in person-oriented specialties versus technique-oriented specialties indicate differences in what influences their specialty choice. This study may be helpful to medical educators and advisors who work with students on specialty decision-making. [ABSTRACT FROM AUTHOR]