The Study On The Career Decision-making Self-efficacy And Its Correlation With Mental Health And Family Environment Of Students In One Medical University And Intervention Methods Pretesting

Objective To know the status of career decision-making self-efficacy among the medical undergraduates, and to study the associated factors such as depressition symptoms, anxiety symptoms, academic record, family support, career intention with career. This provided evidences for carrying out medical undergraduate career planning intervention and career counseling. Another purpose was to develop an intervention scheme of medical undergraduates career decision-making self-efficacy and probe into its feasibility and effectiveness.Methods The cross-sectional survey methods were conducted among a total of 3510 students who were recruited from 127 classes among 4 colledges in this Medical University, and 3123 valid questionnaires obtained, hey completed Career decision-making self-efficacy questionnaire, Self-Rating Depression Scale(SDS), Self-Rating Anxiety Scale(SAS), Family Environment Scale (FES-CV) and self-design career intention questionnaire.We recruited 15 intervention objects from the universityto conduct exploratory research through posters, broadcast. These objects include 8 men, 7 women, and 11 of them were in the second grade and 4 of them in the third grade. We conducted 6 intervention activities in 6 weeks for the 15 students and evaluated its feasibility and effectiveness four weeks after the activities finished.Result The self-efficacy of career decision-making among participants showed that medical students who have very difficulty, some difficulty, a little difficulty and no difficulty in career decision-making accounted for 32.5%, 30.3%, 26.6% and 10.7%respectively. The self-efficacy of career decision-making was (135.05±29.39) among male students and (134.08±26.67) among female students.The self-efficacy of career decision-making among students in their internship was 129.45±28.31 and it was the lowest level among four grades. Result from comparing self-efficacy of career decision-making every two grades, results showed significant difference between grade 1 and grade 2, grade2 and grade 3, stage of intern and all the other three grades (P<0.01). Whether they are the only child has statistically significant difference in Collecting information and planning dimensions. Whether they are from town or country has statistically significant difference in Collecting information and planning dimensions. The proportion of students who were reported very difficulty in self-efficacy of career decision-making was higher in students with depression or anxiety symptoms than the students without depression or anxiety symptoms(P<0.01).The differences in family environment's success, knowledge, entertaining and organized dimensionsbetween undergraduates who are more difficult in Career decision-making self-efficacy(<122 scores) and undergraduates who obtain more than 122 scores in Career decision-making self-efficacy are significant(P<0.01). The results from the Unconditional Logistic Regression indicated that different learning stages, grades, whether they have depression or anxiety symptoms and family environment's success, knowledge, entertaining and organized are objective factors of influencing medical undergraduates' career decision-making self-efficacy level(P<0.01). The preferred factor in their job-hunting, organization level, starting salary amount, self-assessment factors affecting employment, degree of self-confidence when they obtain employment are the subjective factors of influencing medical undergraduates' career decision-making self-efficacy level(P<0.01).After the intervention activity among 15 students, 13 students(accounting for 86.7%) considered the contents of these activity very practical, and 14 students(accounting for 93.3%) considered the activity helpful. It showed that the intervention activity had very good acceptability. Intervention activities can satisfy students' demand. 12 students (accounting for 80.0%) were reported more confident in career planning, and 11 students (accounting for 73.3%) considered the group activitiy is helpful in understanding themselves and sharing emotion and experience with others. 14 students (accounting for 93.3%) considered they had obtained knowledge and skills about applying for a job in the progress of activities, 12 students(accounting for 80.0%) considered taking part in these activities very helpful to themselves, and 12 students (accounting for 80.0%) considered this activity had achieved the anticipated target . 13 students (accounting for 86.7%) liked this group activity very much, 13 students (accounting for 86.7%) said that they will also take part if similar group activities is held, and 13 students (accounting for 86.7%) considered that team cohesion is strong, those showed that the intervention activity is acceptable and deasible.Conclusion The score of self-efficacy in career decision-making was low among medical students. The career guidance should focus on psychosocial factors of the medical students, and help to enhance student's professional planning skills and improve their Self-efficacy level. The intervention activity had a good acceptability, practicability and effect. It could be used in large sample after moderate modification, and through comparing the change before and after the intervention of inself-efficacy in career decision-making, the feasibility and effectiveness of the intervention plans should been further revealed.