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There are close parallels between Holland's general typology of careers, and the …


Biology Articles » Careers » Mapping medical careers: Questionnaire assessment of career preferences in medical school applicants and final-year students » Figures

Figures
- Mapping medical careers: Questionnaire assessment of career preferences in medical school applicants and final-year students

mcith_6920-4-18-1.jpg Figure 1 The hexagon of Holland's RIASEC typology, along with the Things-People and Ideas-Data dimensions proposed by Prediger (1982).

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mcith_6920-4-18-2.jpg Figure 2 INDSCAL group space of the career preferences expressed by the general population sample. The locations of the labels R, I, A, S, E and C are approximate and are only for guidance and orientation. The four medical specialities are shown in blue so that they are more visible.

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mcith_6920-4-18-3.jpg Figure 3 The INDSCAL group space for the medical specialities for the applicants in the 1981 cohort. For abbreviations see the Abbreviations section.

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mcith_6920-4-18-4.jpg Figure 4 The INDSCAL group space for the medical specialities for the applicants in the 1986 cohort. For abbreviations see the Abbreviations section.

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mcith_6920-4-18-5.jpg Figure 5 The INDSCAL group space for the medical specialities for the entrants in the 1991 cohort. For abbreviations see the Abbreviations section.

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mcith_6920-4-18-6.jpg Figure 6 The INDSCAL group space for the medical specialities for the final-year medical students in the 1981 cohort. For abbreviations see the Abbreviations section.

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mcith_6920-4-18-7.jpg Figure 7 The INDSCAL group space for the medical specialities for the final-year medical students in the 1986 cohort. For abbreviations see the Abbreviations section.

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mcith_6920-4-18-8.jpg Figure 8 The INDSCAL group space for the medical specialities for the final-year medical students in the 1991 cohort. For abbreviations see the Abbreviations section.

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mcith_6920-4-18-9.jpg Figure 9 INDSCAL source spaces for the applicants/entrants and final-year medical students in the 1981, 1986 and 1991 cohorts. Square symbols are for male subjects and circles for female subjects. Solid symbols are for younger students, whereas hatched symbols are for mature students. To help visualisation, the solid arrows connect from younger males to younger females, whereas dashed arrows connect from mature males to mature females. See text for further details of interpretation.

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