Journal of Shandong University (Health Sciences) ›› 2024, Vol. 62 ›› Issue (12): 109-116.doi: 10.6040/j.issn.1671-7554.0.2024.0833

• Public Health and Preventive Medicine • Previous Articles    

Current status and influencing factors of professional cognition and identity among preventive medicine undergraduates

SUN Xiao1,2, MA Chuanwei3, ZHAO Min4, XI Bo1,2   

  1. 1. Department of Epidemiology, School of Public Health, Cheeloo College of Medicine, Shandong University, Jinan 250012, Shandong, China;
    2. Children Cardiovascular Research Center of Shandong University, Jinan 250012, Shandong, China;
    3. Department of Epidemiology and Health Statistics, School of Public Health, Guangdong Medical University, Dongguan 523808, Guangdong, China;
    4. Department of and Nutrition and Food Hygiene, School of Public Health, Cheeloo College of Medicine, Shandong University, Jinan 250012, Shandong, China
  • Published:2024-12-09

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Abstract: Objective To assess the current status of professional cognition and identity among undergraduate students majoring in preventive medicine and to analyze the influencing factors. Methods Using a self-administered questionnaire, we surveyed 507 undergraduates from the 2016 to 2020 cohorts in the School of Public Health at a certain university in Shandong Province. Results A total of 495 valid questionnaires were received(146 male and 349 female), giving a valid response rate of 97.63%. Only 22.02% of the students voluntarily chose preventive medicine as their first choice, while a large proportion were second choice or adjusted admissions. The average major transfer-out rate across all grades was 24.58%. Both interest in the major(χ2=10.581, P=0.001)and satisfaction with the major(χ2=6.509, P=0.011)increased significantly with grade level. There was a statistically significant difference in professional cognition scores across grades(F=24.136, P<0.001), with higher grades having higher cognition scores. However, there was no significant difference in professional identity scores across grades. The differences in professional cognition or identity scores between genders were not statistically significant. Professional cognition scores significantly positively impacted the professional identity scores(B=0.398, P<0.001). Conclusion Grade level is an important factor influencing professional cognition among preventive medicine undergraduates. Professional cognition has a significant positive effect on professional identity. These findings may inform educational reforms in preventive medicine undergraduate programs.

Key words: Preventive medicine, Public health, Undergraduate students, Major transfer-out rate, Professional cognition, Professional identity

CLC Number: 

  • R195
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