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For example, nearly as many students chose future specialties for which training is not yet available in Malawi as those for which training can be provided in-country.
Students perceive medical culture as hierarchical and competitive in which disclosing feelings of vulnerability and stress has negative consequences for their grades and their opportunities for future specialties.
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Our data suggest that hospital orientation and medical lifestyle are the most influential factors when choosing EM as a future specialty.
Doctors in training were categorized according to their future specialty.
Given these findings, what about the intention to choose psychiatry as a future specialty?
In both assessments, more than 80% of the students refused or almost refused to consider psychiatry as a future specialty.
No difference by gender, time in practice (i.e. Foundation Year One or Two), current specialty, intended future specialty or place of medical training were identified.
The questionnaire also collected demographic information related to age, foundation year, ethnicity, gender, country, medical school of qualification, place of work, and current and future specialty of choice.
Other commonly mentioned sub-topics included support from senior doctors (14%), and the need to make career decisions about future specialty too soon (13%).
The last two responses represented almost a fifth of all responses, indicating a substantial degree of confusion and resignation among students when considering a future specialty [ 8].
These motives are expected to mediate the relationship between gender and the stage of life on the one hand, and future specialty on the other.
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