Method

a. Participants and Study Design

This study consists of two groups; each group has 34 participants that would be differentiated as
MedJob group and control group. Participants were Sriwijaya Universitys medical students, and
were recruited voluntarily. Ethical approval was received and informed consent was obtained
from all participants.
b. Structure of MedJob.
MedJob was derived from SCCT as career exploration behavior theory, added with critical
ingredients of career choices intervention to decide which activities are considered useful and
effective, reviewing medical career interventions such as (references) for medical-specific
interventions and finding out which approaches worked for medical students and finished with
medical students and experts insights, in order to make MedJob more user-friendly, ageappropriate and fun. This six-day activity consists of three main components:
1. Interactive Discussion.
Professionals coming from different field of expertise were giving presentation
about their career; Starting from why they chose their career, how to achieve their
career, the positive and negative aspect during their education and working years,
and was finished with sharing about opportunities and challenges on their
respective fields. Interactive discussion was carried with semi-formal setting, to
ensure students can ask questions freely.
Other than professional doctors whom already graduate from their education,
students were also given sharing session with their seniors, those who are
currently studying to get their specialty or masters. The sharing session was
conducted in non-formal setting and focusing on what to prepare during medical
school and what to expect when they decide to continue their study.
2. Fieldtrip and outdoor session.
Fieldtrip was conducted in Mohammad Hosein teaching hospital with four small
groups and two facilitators in each group. In every station, the students were
asked to observe and interact with hospital employees and doctors who were at
the premises. Facilitators explained about each station and what kind of medical
profession work in those specific areas. Outdoor session was conducted outside
the previous MedJob class. The students were given more freedom to write about
their plan and goals in the future and they were also given a chance to share and
write about there elaborated plan throughout medical school with facilitators.

3. Written exercises.
Starting from the first day, students were asked to write about what they know
about medical careers and what they hope to accomplish throughout this activity.
The students were also asked to make self assessment and daily self reflection in a
logbook.
c. Evaluation and Analysis.
Each participants completed questionnaires about their self efficacy, outcome
expectation, career planning and intention and career exploration that had been translated and
validated previously. They filled out the questionnaires at the beginning of the first day, the
beginning of fourth day and the end of the last day. We used the difference in percentages as the
measurement of preference change. For the control group, the participants only did the
questionnaires twice, at the first and the last day.
The participants in the intervention group were also given written task about their
preferred careers and their plan at the first and last day to see their improvement in making their
own career planning.
For difference in pre-intervention and post-intervention, independent t-test or Wilcoxon
were used, and for difference in intervention and control group, paired t-test or Mann-Whitney
was used according to data normality.
Result
Thirty-four first year medical students completed MedJob out of thirty-nine participants, which
were defined by attending at least 80% of the program and filling out pretest and posttest
questionnaires.
On pretest analysis during the start of the activity (Table 1), the participants had a positive
perception on their career-related behavior. The highest score was acquired in their outcome
expectation (average score of 4,156) and the lowest was acquired by career exploration (average
score of 3,117). After participating in MedJob, the score were improved when compared to their
pretest score and control groups score. (Table 1) The improvement was seen statistically
significant in all subscale except for outcome expectation.

Table 1. Mean difference comparative analysis of related factors.

Analisis komparatif dari selisih rerata pada variabel yang diuji.
Intervention (n = 34)

Variables

Mean SD

Selisih Mean SD

(min-max)

(min-max)

3,824 + 0,570
(2,78 - 4,88)
Self Efficacy

Outcome
Expectation

Career
Intention

Career
Exploration
*

4,055 + 0,445
(3,17 - 4,79)
4,156 + 0,501
(3,11 - 5)
4,186 + 0,610
(3,20 - 5)
4,129 + 0,484
(3,20 - 5)
4,358 + 0,458
(3,60 - 5)
3,117 + 0,633
(1,70 - 4,35)
3,485 + 0,578
(2,65 - 4,61)

0,230 + 0,302
(-0,08 - 1,29)

0,029 + 0,448
(-1,78 - 1)

0,229 + 0,528
(-0,26 - 2)

0,368 + 0,570
(-1,78 - 1)

Control (n = 34)
p value

Mean SD

Selisih Mean SD

(min-max)

(min-max)

3,897 + 0,451
(2,92 - 5)
0,000#

0,392*

0,011*

0,001#

3,892 + 0,449
(2,92 - 5)
3,954 + 0,599
(1,89 - 5)
3,941 + 0,609
(1,89 - 5)
3,805 + 0,617
(2,60 - 5)
3,800 + 0,616
(2,60 - 5)
3,786 + 0,590
(2,57 - 4,83)
3,785 + 0,590
(2,57 - 4,78)

p value

0,004 + 0,013
(0,00 - 0,04)

0,000$

0,013 + 0,053
(-0,11 - 0,22)

0,684$

0,059 + 0,091
(-0,40 - 0,20)

0,001$

0,011 + 0,035
(-0,04 - 0,13)

0,007$

Wilcoxon; # Paired t-test; $ Mann Whitney; p < 0.05 indicates statistical significance.

After MedJob was held, every variable was showing improvement on different pace among each
other, (Table B, Figure 1) showing self-efficacy as the only variable that was improved
significantly in every testing (p = 0,000 and p = 0,0006). Career exploration was showing great
improvement within first meeting until third meeting, but the improvement was slowing down as
it came to the last meeting. In the contrary, career planning and intention were slowed on the first
phase of pretest and progress test, but became increasingly high compared to posttest result. All
the participants showed positive responses and all said in their written evaluation that they
enjoyed MedJob and hoped that the program can be experienced by their friends.

Figure 1. Comparative analysis of career-related behavior variables.

5
4.5
4
3.5
Self Efficacy

Outcome Expectation

Planning and Intention

3
2.5
2
1.5
Exploration
1
0.5
0
Mean Pretest

Mean Progress test

Mean Posttest

Table 2. Tingkat kemaknaan peningkatan angka pada faktor faktor yang terkait.
Variabel

O1- O2
p value

O2- O3
p value

O1- O3
p value

Self Efficacy
Outcome Expectation
Career Intention
Career Exploration

0,000#
0,608*
0,737*
0,000*

0,006#
0,687*
0,007*
0,780*

0,000#
0,392*
0,011*
0,001#

Wilcoxon; # Paired t-test.

O1= pretest; O2=progress test; O3=posttest; p < 0.05 indicates statistical significance.

Discussion
This study described about MedJob as a comprehensive career intervention for undergraduate medical
students which focused on career related behavior to make them able to individually construct their own
planning and carry out exploration of their preferred careers. This six-day program was well-received by
participants and significantly increased their self efficacy, career intention and planning, and career
exploration.
MedJob showed statistically significant improvement on participants self efficacy, career planning and
intention and career exploration. The result was in accordance with SCCT. As SCCT was broadly used in
career intervention and career behavior researches in general, there are also previous researches stated
that SCCT variables are appropriate to predict medical students career preferences and to guide them
better in finding their suitable career choice.

Outcome expectation as the only variable that didnt show statistically significant improvement was due
to their high score during pretest.

--Although the program was held in weekends, most of the participants were voluntarily attending MedJob
for the whole six days, posting about their activities in their personal social media platforms and
suggesting on proposing MedJob to the faculty as routine program for all medical students. Other than the
participants, voluntary assistance from Sriwijaya Universitys MEDIFKA and BEM, all the role models
were very positive and highly appreciated.