Win-win practice: Finnish medical students' active role as doctors in the healthcare workforce regardless of background variables
Huikko-Tarvainen, Sari; Tuovinen, Timo; Kulmala, Petri (2025-03-18)
Emerald
18.03.2025
Huikko-Tarvainen, S., Tuovinen, T. and Kulmala, P. (2025), "Win–win practice: Finnish medical students’ active role as doctors in the healthcare workforce regardless of background variables", Journal of Work-Applied Management, Vol. ahead-of-print No. ahead-of-print. https://doi.org/10.1108/JWAM-06-2024-0077
https://creativecommons.org/licenses/by/4.0/
© 2025, Sari Huikko-Tarvainen, Timo Tuovinen and Petri Kulmala. Published in Journal of Work-Applied Management. Published by Emerald Publishing Limited. This article is published under the Creative Commons Attribution (CC BY 4.0) licence. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this licence may be seen at http://creativecommons.org/licences/by/4.0/legalcode
https://creativecommons.org/licenses/by/4.0/
© 2025, Sari Huikko-Tarvainen, Timo Tuovinen and Petri Kulmala. Published in Journal of Work-Applied Management. Published by Emerald Publishing Limited. This article is published under the Creative Commons Attribution (CC BY 4.0) licence. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this licence may be seen at http://creativecommons.org/licences/by/4.0/legalcode
https://creativecommons.org/licenses/by/4.0/
Julkaisun pysyvä osoite on
https://urn.fi/URN:NBN:fi:oulu-202504142597
https://urn.fi/URN:NBN:fi:oulu-202504142597
Tiivistelmä
Abstract
Purpose:
A unique aspect of the Finnish healthcare system is that medical students can assume formal doctoral positions under specific circumstances while still pursuing their medical studies. This study investigates the prevalence of such engagements and examines whether factors such as gender, age, or pre-medical school educational background influence work experience.
Design/methodology/approach:
An electronic survey was distributed to final-year medical students in 2020. The survey explored their work experience in doctoral roles, including the duration and fields. A quantitative analysis assessed differences based on background variables.
Findings:
The participation rate was 68% (110/162). Of the respondents, 70% (n = 77) had completed high school as their highest level of education before medical school, while 30% (n = 33) held prior higher education degrees. Regardless of the background variables, 98% (n = 108) of students reported working in formal doctoral positions during their studies, which is a novel finding. On average, students worked for 4.4 months in hospitals, 6 months in health centres and 3 months in other settings. Male students had significantly longer experiences in health centres than female students (8.0 vs. 4.2 months, p = 0.042).
Practical implications:
This integration of learning and service, which offers equal opportunities in doctoral roles, benefits both the healthcare sector and students while promoting equality. Given the global similarities in medical education and healthcare staffing shortages, these findings have international relevance.
Originality/value
This study is the first to examine the influence of background variables on medical students' participation in formal doctoral roles during their studies.
Purpose:
A unique aspect of the Finnish healthcare system is that medical students can assume formal doctoral positions under specific circumstances while still pursuing their medical studies. This study investigates the prevalence of such engagements and examines whether factors such as gender, age, or pre-medical school educational background influence work experience.
Design/methodology/approach:
An electronic survey was distributed to final-year medical students in 2020. The survey explored their work experience in doctoral roles, including the duration and fields. A quantitative analysis assessed differences based on background variables.
Findings:
The participation rate was 68% (110/162). Of the respondents, 70% (n = 77) had completed high school as their highest level of education before medical school, while 30% (n = 33) held prior higher education degrees. Regardless of the background variables, 98% (n = 108) of students reported working in formal doctoral positions during their studies, which is a novel finding. On average, students worked for 4.4 months in hospitals, 6 months in health centres and 3 months in other settings. Male students had significantly longer experiences in health centres than female students (8.0 vs. 4.2 months, p = 0.042).
Practical implications:
This integration of learning and service, which offers equal opportunities in doctoral roles, benefits both the healthcare sector and students while promoting equality. Given the global similarities in medical education and healthcare staffing shortages, these findings have international relevance.
Originality/value
This study is the first to examine the influence of background variables on medical students' participation in formal doctoral roles during their studies.
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