• A Weber, H Strebl, D Weltle, and G Lehnert.
• Institut und Poliklinik für Arbeits-, Sozial- und Umweltmedizin, Universität Erlangen-Nürnberg.
• Gesundheitswesen. 1996 Dec 1; 58 (12): 629-34.

AbstractAs a result of increased competition on the market for young doctors and the continuing debate on the kind and extent of reforms planned for university courses, it is becoming increasingly difficult for students of human medicine to plan their occupational future. Against this background, the aim of this study was to evaluate the expectations regarding training and occupation of students embarking on their course and to carry out extensive analysis of the results taking socio-demographic variables into consideration. The study was designed as a survey using standardised, anonymous questionnaires, which took place at the beginning of two terms (summer term 95 and winter term 95/96) and was carried out with students attending the lectures on "Occupational opportunities". Sociodemographic factors, the student's educational history, expectations of university training, estimation of occupational opportunities and the medical discipline the student hoped to work in, were all taken into consideration. 212 (female: 110/male: 102) (78%) of the 271 students registered for the course took part in the survey. All the students were in their first term. The median age was 20 (range 18-32). 55% of those taking part in the survey came from academic families, 15% with doctors in the family. On the average, 12 months had elapsed since leaving school and starting university. 21% had taken up another course of study before turning to medicine, 20% had already completed some other occupational training, in particular in non-medical health services. For the great majority (97%) the quality of the course is very important and great emphasis is laid on how knowledge is conveyed in lectures. Correspondingly, 86% regarded personal contact with the lecturers as important. Two-thirds of those taking part in the survey had heard of the concept "problem-oriented learning", 91% could imagine having part of their training abroad. Every second student regarded his own occupational changes skeptically, and 50% of first-term students could imagine their occupational futures outside the classical occupational fields in clinics and general practice. Qualified teaching with personal contact with the lecturers is regarded as particularly important despite the general complaint of mass teaching and anonymity. Bearing this in mind, future reforms should, in particular, aim at strengthening personnel and financial resources. With recognisable occupational flexibility already apparent at the beginning of medical studies, more information should be provided on training for alternative medical occupations.

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