Unpublished PhD thesis, Ohio University, 1991/01, , type of study: ,css,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,

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Keywords:

cross sectional study [894]
enrollment [7]
medical students [693]
osteopathic medicine [2108]
reasoned action [1]
USA [1751]

Abstract:

The medical profession of osteopathic medicine has evolved over the past 100 years in the context of competing health care delivery systems. Although it exists today as a credible and dynamic health care alternative, its image is too often clouded by negative beliefs related to its historical development. To improve student recruitment efforts through the construction of belief based messages, this dissertation identifies beliefs which influence the decision to enroll in an osteopathic medical school using the theory of reasoned action. The efficacy of the theory is tested within a volitional decision-making context which requires a high level of participant involvement. Following the guidelines established by Ajzen and Fishbein, a questionnaire was developed to measure the constructs of the theory and specifically the intention to enroll in an osteopathic medical school. Questionnaires were mailed in June to all students admitted to the institution for the following September 1990. Results of the study generally support the relationships posited in the theory of reasoned action. Multiple regression analysis is used to test the basic relationships of the theory. Hypothesis 1 tests the sufficiency assumption using three exogenous variables. Although one variable, familiarity with the profession, is significant, it adds little explanatory value. In response to Hypothesis 2, Subjective Norm and Attitude have a combined significant effect in predicting Intention. In terms of the individual strength of each variable, entry order affects the significance of Attitude. Although Subjective Norm is significant in both entry conditions, when Attitude is entered after Subjective Norm, it is not significant. It appears there is multicollinearity between the two variables based on entry order effect and the correlation of r =.65 between them. The relationships between (1) Attitude and Behavioral Beliefs x Outcome Evaluations, and (2) Subjective Norm and Normative Beliefs x Motivation to Comply are significant. Finally, a series of multivariate analyses based on those who intend to enroll versus those who do not for each of the constructs--Behavioral Beliefs, Outcome Evaluations, Normative Beliefs, and Motivation to Comply--are significant. Univariate analyses for each construct highlight the items which most differentiate the groups and can be used in constructing messages to recruit future students.