1Department of Health Management and Economics, School of Public Health, Tehran University of Medical Sciences, Tehran, Iran
2Department of Epidemiology and Biostatistics, School of Public Health, Knowledge Utilization Research Center, Tehran University of Medical Sciences, Tehran, Iran
3Department of Public Policy, Faculty of Management, University of Tehran, Tehran, Iran
Copyright © 2016 The Korean Society for Preventive Medicine
This is an Open Access article distributed under the terms of the Creative Commons Attribution Non-Commercial License (http://creativecommons.org/licenses/by-nc/4.0/) which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.
CONFLICT OF INTEREST
The authors have no conflicts of interest associated with the material presented in this paper.
Preferences of Medical Sciences Students for Work Contracts in Deprived Areas of Iran: A Discrete Choice Experiment Analysis
Main themes | Subthemes | Issues |
---|---|---|
Student selection | Nativity | Rural student are more likely to go back to their village |
Rural population accept incomer GPs more than aborigine ones | ||
Gender | High cost of women physician in rural areas | |
Lack of women’s tendency for working in rural settings | ||
Women’s dependency on their husbands | ||
Residency | Unfamiliarity of urban students with rural settings | |
Inability of urban student for communication with rural population | ||
Socioeconomic status of selected students | Medical Students are mainly selected from wealthy families | |
Rural settings have no welfare motivation for welfare-experienced GPs | ||
Medical students’ perception about their field of study | Medical students expectations | Misconception about working conditions of GPs in the future |
Lack of exposure with rural patients during education | ||
Misconception about working in rural and underserved areas | ||
Tendency to welfare among medical students | ||
Tendency toward attending in specialization courses | Much income difference between specialized physicians and GPs | |
Ambiguity about GPs role in health system | ||
GPs pay attention to higher degrees entrance exam instead of working and communicating in rural areas | ||
Higher degrees entrance exam focuses on complicated diseases instead of rural and health courses | ||
Education setting and approach | Instructors and faculty members | Most instructors does not have rural working experience |
Lack of emphasis on ethical issues by instructors | ||
Education place | Education in big cities | |
Education in cities with different culture | ||
Hospital oriented medical education | Medical students should handle patients in specialized hospitals | |
Medical students face with complicated patients in hospitals | ||
Medical students work on second and third hand patients, not outpatient in their apprenticeship courses | ||
Curriculum of medical education | Skills needed for rural practice | Unfamiliarity of graduated GPs with Family Physician Plan |
Lack of patient management skills education | ||
Rural apprenticeship does not prepare GPs for rural practice | ||
Medical students are not faced with rural patients and not aware of their needs | ||
Negligence of health related courses | GPs’ health role is neglected in education while in rural settings it is more important than their therapeutic role | |
Lack of education about common diseases in rural areas | ||
Lack of education about health indices and indicators | ||
Management and leadership skills | GPs in rural settings are the manager of health team | |
GPs need meeting skills | ||
GPs are health coordinator and need coordination skills | ||
GPs need resource management skills | ||
GPs need advocacy skills | ||
Communication skills | Patient trust in physicians needs good communication skills | |
Skills for communication with rural settings is needed | ||
Lack of education about types of patient in rural areas | ||
Lack of education about communication with rural people and patients | ||
Medical ethics | Lack of sense of belonging and commitment toward providing services to rural population | |
Low morale in medical students | ||
Negligence of values of working for deprived population | ||
Not serious education of medical ethics |
GP, general practitioner.