Oncology as a Career Path: A Nationwide Study of Nigerian Medical Students’ Perspectives and Career Interests

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Understanding medical students’ perceptions and interest in oncology is essential for strengthening human resources in oncology. This study assessed the knowledge, attitudes, perceptions, and factors influencing Nigerian medical students’ interest in pursuing oncology as a career. Methods A descriptive cross-sectional survey was conducted among clinical-year medical students across Nigerian medical schools in the 6 geopolitical zones to evaluate their knowledge, attitudes, perceptions, interest, and factors influencing oncology as a career choice. Data were collected using a validated self-administered questionnaire and analyzed using descriptive statistics, bivariate, and multivariate logistic regression analyses. Results A total of 531 respondents participated, with 55.6% female and a mean age of 23.4 years. Although more than 75% were aware of oncology sub-specialties, only 29.2% knew of training programs within their institutions. Overall, 59% had a positive attitude toward oncology, yet only 36.3% expressed high interest and 25% indicated a strong likelihood of pursuing the field. Key facilitators of interest included mentorship (62.0%), research opportunities (62.1%), and Influence of role models (62%) whereas barriers included long training duration (64.2%) and difficulty securing residency (58.9%). Multivariate analysis identified higher knowledge (p = 0.003), positive attitude (p = 0.006), and family history of cancer (p = 0.020) as significant predictors of oncology career interest. Conclusion Nigerian medical students demonstrate moderate interest in oncology, influenced by knowledge, personal experience, and educational exposure. Addressing barriers, enhancing oncology education, and strengthening mentorship could foster greater interest to help mitigate the oncology workforce shortage. These findings underscore the need for sustained, targeted interventions to support the development of a robust oncology workforce in Nigeria. Oncology workforce Cancer care Career choice Medical students Medical education Nigeria Figures Figure 1 Figure 2 Background Cancer has been reported as the second leading cause of death globally. [ 1 ] The disease is associated with a bleak prognosis in low and middle-income countries like Nigeria, where access to quality healthcare is scarce, healthcare facilities are substandard, and the number of healthcare workers is dwindling. [ 2 , 3 ] The GLOBOCAN report stated that in 2022, Nigeria recorded 127,763 new cancer cases, with 79,542 resulting in death, leading to a mortality-to-incidence ratio of 0.71. [ 4 ] This high mortality rate is attributed to various factors, including late presentation, late-stage diagnosis, limited access to oncologists, high cost of cancer treatment, and inadequate health care infrastructures. [ 2 ] Despite this rising incidence of cancer and the associated high mortality rate, a recent study on Nigeria’s oncology workforce revealed that the country has fewer than 70 clinical oncologists, indicating a critical oncology workforce shortage nationwide . [ 3 , 5 ] This highlights the need for increased recruitment of early-career doctors into oncology related fields. [ 6 ] As the cancer burden continues to rise, more cancer specialists and researchers will be needed to meet the demand. Several studies have highlighted the disparity between the rate of cancer incidence and the availability of oncologists. [ 7 , 8 ] Various projections indicate that even high-income countries like the United States will face a shortage of oncologists by 2025. [ 9 ] This is further substantiated by the Global Survey of Clinical Oncology Workforce’s study which revealed that in 25 African countries, including Nigeria, which represents 78% of the countries surveyed, there were more than 1,000 new cancer cases per clinical oncologist. [ 8 ] A global look at the workload of medical oncologists shows that in low- and middle-income countries, 58 out of the 147 oncologists surveyed see more than 500 new cancer patients each year. Additionally, 30 of them handle over 50 patients on clinic days, leaving little time for doctor-patient interaction. [ 10 ] This highlights the urgent need to strengthen the oncology workforce, especially in LMIC countries like Nigeria. Medical students' career choices significantly impact the future distribution of the workforce across medical specialties. [ 11 ] Studies have identified several factors that influence these decisions, including pre-admission experiences, medical school exposure, and post-graduation influences. These factors include personal interest, family and peer influence, financial remuneration, training duration, stress during residency, and mentorship. [ 11 – 13 ] A study of 457 final-year medical students in Southeastern Nigeria found that 51.8% decided on their specialization during their clinical years. This was attributed to increased exposure to different specialties. [ 11 ] There is a significant paucity of literature on how Nigerian medical students perceive oncology as a career option. [ 6 ] This gap leaves policymakers without the information needed to make necessary curriculum changes that could address the imbalance between doctor availability and patient needs. This study aims to explore the knowledge, attitudes, perceptions, interest, and factors influencing career choices among Nigerian medical students regarding oncology as a field of specialization. Methods Study design This study was a descriptive cross-sectional survey conducted among medical students across Nigeria. It aimed to evaluate their perceptions, level of interest, and factors influencing their career choices in oncology. Study population (inclusion and exclusion criteria) The study population comprised clinical-year medical students (400–600 level) enrolled in Nigerian medical schools. Nigerian medical education follows a standardized curriculum, with three years of preclinical coursework followed by three years of clinical training. This ensures that students at the clinical level have had some exposure to oncology and can meaningfully respond to questions about the specialty. [ 11 ] Participants eligible for the study included medical students in the clinical years who were currently enrolled in a Nigerian university and provided informed consent. Preclinical students, those in 100–300 level, were excluded due to their limited exposure to clinical oncology. Additionally, transfer or exchange students from foreign institutions were excluded, as their perceptions might be influenced by different educational systems and medical training structures. Sample size and recruitment The sample size was determined using Leslie Fisher’s formula, based on a 95 percent confidence level and a 27% estimated proportion of medical students considering a career in oncology from previous studies. [ 14 ] This calculation yielded a minimum sample size of 303, which was adjusted to 333 to account for a 10 percent non-response rate. Given that Nigeria has 47 medical schools, including 37 fully accredited and 10 partially accredited institutions, a collaborative authorship approach was used to facilitate participant recruitment. [ 11 ] Medical student collaborators were recruited through medical student associations, social media platforms, and institutional bulletins. Each collaborator was responsible for securing at least 25 responses or 5 percent of the total clinical-year students in their institution, whichever was lower. Collaborators who met this requirement and actively contributed to the dissemination of the survey and data collection were recognized as authors in this study. Research instrument A self-administered questionnaire was developed following an extensive literature review to ensure alignment with the study objectives. [ 6 , 11 – 17 ] The questionnaire was divided into six major sections: sociodemographic characteristics, knowledge of oncology, attitude toward oncology as a specialty, perception of oncology as a career choice, interest in the field, and factors influencing career choice. The questionnaire was designed in English, the official language of medical education in Nigeria. To ensure content validity, the questionnaire was reviewed by an oncologist and a public health specialist, who evaluated the clarity, relevance, and structure of the survey items. Additionally, a pilot test was conducted with a small group of medical students to refine question phrasing and format. The Cronbach’s alpha value (α) was 0.87. The final version of the questionnaire administered to participants is available as Supplementary Material 1. Data collection Data collection was conducted anonymously via Kobo Toolbox to ensure confidentiality and reduce response bias. All participants were informed that participation was voluntary, and they could withdraw at any time without consequences. To further minimize bias, student collaborators were trained on ethical recruitment strategies and instructed to avoid coercion or influence. Participants completed the questionnaire independently, reducing the likelihood of external bias. Data analysis Survey responses were exported from Kobo Toolbox to Excel and analyzed using SPSS version 25.0. Descriptive statistics were used to summarize demographic characteristics, knowledge, attitude, perceptions, career aspirations, and factors. Bivariate analysis was conducted to explore associations between variables, while multivariate logistic regression was performed to identify key predictors of students’ likelihood of pursuing oncology as a career. Ethical approval Ethical approval for this study (ERC/2025/01/03) was obtained from the Obafemi Awolowo University Teaching Hospitals Complex’s Ethics and Research Committee (IRB/IEC: Z0004553/ NHREC/17/03/2021). Consent to Participate Participation was voluntary, and written informed consent was obtained from all participants before completing the questionnaire. Confidentiality and anonymity were ensured by excluding personal identifiers. Results Sociodemographic features of respondents A total of 531 respondents were enrolled, and the sociodemographic features of the respondents are represented in Table 1. The mean age of the respondents was 23.4± 2.7 years, with the females accounting for 55.6% of the participants. The majority (69.7%) of respondents held only a high school certificate as their highest qualification, while 29.8% had a bachelor’s degree and 0.6% held a postgraduate degree at the time of data collection. Respondents were selected from all the geopolitical zones with the South-South being the most represented (33.3%), followed by South-West (23.9%). About 37.1% of the respondent were in their fifth year, 35.2% in their fourth year, and 27.7% in their sixth year. Also, 18.5 percent reported a family history of cancer. Table 1: Sociodemographic features of respondents Variable N (%) Gender Male Female 236 (44.4) 295 (55.6) Nationality Nigerians Cameroonian 530 (99.8) 1 (0.2) Highest level of education Secondary education Bachelor’s degree Postgraduate (Master’s/Doctorate) 370 (69.7) 158 (29.8) 3 (0.6) Current level in university 400 500 600 187 (35.2) 197 (37.1) 147 (27.7) Geopolitical distribution of medical schools South-East (SE) South-South (SS) South-West (SW) North-Central (NC) North-East (NE) North-West (NW) 127 (23.9) 177 (33.3) 127 (23.9) 26 (4.9) 48 (9.0) 26 (4.9) Family history of cancer Yes No 98 (18.5) 433 (81.5) Knowledge and attitude towards oncology practice among the respondents Their attitude towards oncology practice is also represented in Figure 1. The respondents had varying levels of knowledge of oncology subspecialties. The majority of the respondents knew about surgical oncology (77.4 percent), medical oncology (77.0 percent), and radiation oncology (79.5 percent). However, only 60.3% of the respondent knew that oncology training is available in Nigeria, with only 29.2% being aware of oncology training at their institution. Also, only 9.2% knew the duration of oncology training in Nigeria. Most respondents (59%) had a positive attitude toward oncology, 36% were neutral, and 5% had a negative attitude. Perceptions of Oncology Among Respondents The perception of oncology among the respondents is represented in Figure 2. Workplace Environment and Work-Life Balance The majority of respondents (64.4%) were uncertain about the work-life balance in oncology, with 20.4% believing that it is reasonable compared to other specialties. Also, 68.4% were neutral about well-regulated working hours in oncology practice. Also, 53.9% of the respondents were neutral about whether oncology is a male-dominated field, while 12.6%, however, agreed. A notable concern was the perceived inadequacy of facilities for oncology training, with 78.0% agreeing to this. Nature of Work and Radiation Exposure Concerns A major concern of the respondents was radiation exposure, as 83.2% agreed that it is a significant risk in oncology. Also, 63.3% of the participants believed that poor patient prognoses negatively impact career choices. Emotional Aspects of Oncology About 45.6% of the respondents viewed oncology as a depressing specialty, with only 13.6% disagreeing. Also, 42.7% of the respondents felt that long-term patient relationships could lead to emotional exhaustion. The high proportion of neutral responses by the participants suggests uncertainty or limited direct exposure to the specialty. Career Prospects and Advancement of the Field Concerns about job saturation were minimal, with 44.6% of the respondents disagreeing that oncology has limited job opportunities and just 11.9% agreeing. Also, oncology was widely recognized as a rapidly evolving, research-driven field, with 80.0% of respondents acknowledging its advancements. Future Prospects and Career Aspirations At the time of the study, only 36.3% of respondents reported a high interest in oncology, while the majority (63.7%) expressed low interest, and 8.7% reported no interest at all. The likelihood of pursuing oncology as a career showed a similar trend: most respondents indicated a low likelihood of pursuing oncology as a career (60.5%), with only 25.0% expressing a high likelihood. When interest was disaggregated by subspecialty (Table 3.2), research-oriented pathways were the most preferred, with 32.2% and 26.0% of students indicating high interest in clinical research and scientific research, respectively. Radiation oncology ranked lowest overall, with the largest proportion of respondents reporting no interest (22.6%). Table 3.1: Future Prospects and Career Aspirations Variable N (%) (Using a scale of 0 – 10, 0 = No interest and 10 = Highest level of interest) Interest in oncology at the time of this study No interest Low interest High interest 46(8.7) 338(63.7) 193(36.3) a = Mean ± SD: 2.99 ± 2.68, Median: 3.00; b = Mean ± SD:4.67 ± 2.66; Median: 5.00 Likelihood of pursuing oncology as a career No likelihood Low likelihood High likelihood 77(14.5) 321(60.5) 133(25.0) Mean ± SD: 3.85 ± 2.76, Median: 5.00 Table 3.2: Preferred career pathways in oncology Oncology subspecialty No interest Low interest Moderate interest High interest Clinical oncology 18.3 32.2 35.2 14.3 Medical oncology 16.6 30.9 37.5 15.1 Surgical oncology 17.7 24.7 35.6 22.0 Radiation oncology 22.6 31.6 31.4 14.3 Clinical research 13.0 23.4 31.4 32.2 Scientific research 14.7 23.2 36.2 26.0 Facilitators and barriers of oncology as a career choice The identifiable facilitators and barriers are represented in Table 4. Facilitators Among all the identified potential facilitatory factors influencing oncology as a career choice, the most influential factors were opportunities for research and academic career development (62.1%) and the influence of role models, senior specialists, and mentors (62.0%). Interestingly, 61.2% considered the shortage of oncology specialists in Nigeria as a reason to pursue the field. Also, 57.6% of respondents cited motivation during clinical rotations (for schools that have oncology rotations) as a significant influence. Barrier Factors Some barriers to pursuing oncology as a career were also noted. About 58.9% of respondents indicated that difficulty in securing residency placement was a major concern. Additionally, 64.2% of the respondents believed that oncology training takes longer compared to other specialties like radiology, internal medicine, etc. Also, 61.2% found the residency program too rigorous. Table 4: Facilitators and Barriers Factors Influencing Oncology as a Career Choice Factors Agree N% %) Neutral N (%) Disagree N (%) Facilitators Motivation during clinical rotations or mentorships 306 (57.6) 192 (36.2) 33 (6.2) Influence of role models, senior specialists, and staff support 329 (62.0) 171 (32.2) 31 (5.8) Influence from family 202 (38.0) 233 (43.9) 96 18.1) Influence from peers 160 (30.1) 271 (51.0) 100 (18.8) Guarantee of a lucrative salary and financial benefits 273 (51.4) 214 (40.3) 44 (8.3) Multiple job opportunities, job security, and self-employment 294 (55.4) 205 (38.6) 32 (6.0) Shortage of specialists in the country 325 (61.2) 175 (33.0) 31 (5.8) Intellectual content of specialty/intellectual challenge 269 (50.7) 238 (44.8) 24 (4.5) Structured lifestyle: minimizing unnecessary calls, shorter working hours, and flexible scheduling 258 (48.6) 236 (44.4) 37 (7.0) Prestige or high social status 190 (35.8) 281 (52.9) 60 11.3) Focus on long-term care 223 (42.0) 258 (48.6) 50 (9.4) Potential for research and career development in academic teaching 330 (62.1) 186 (35.0) 15 (2.8) Barriers Difficulty in securing residency placement 179 (33.7) 313 (58.9) 39 (7.3) The duration of training is longer compared to other specialties 150 (28.2) 341 (64.2) 40 (7.5) Rigors of the residency program 168 (31.6) 325 (61.2) 38 (7.2) Unacceptable hours of practice 149 (28.1) 327 (61.6) 55 (10.4) Professional isolation 176 (33.1) 290 (54.6) 65 (12.2) Lack of work-life balance 162 (30.5) 308 (58.0) 61 (11.5) Being an oncologist will affect my plans to have a family 61 (11.5) 295 (55.6) 175 (33.0) Bivariate analysis Several bivariate analyses are summarized in Table 5. The knowledge score was positively associated with the level in school (ANOVA: F = 16.257, p < 0.001) and age (ρ = 0.211, p < 0.001), indicating that there is a progressive increase in oncology knowledge as students advance through medical school. The knowledge score also correlated with the attitude score (ρ = 0.133, p = 0.002) and the likelihood of pursuing oncology (F = 5.984, p = 0.03). The attitude score was significantly associated with the likelihood of pursuing oncology as a career (Kruskal-Wallis: χ² = 17.004, p < 0.001), and students with a family history of cancer demonstrated higher attitude scores (Mann-Whitney U = 17,383.5, p = 0.004). They were also more inclined to considering oncology as a career (Chi-square = 8.781, p = 0.012). Interest was also associated with the likelihood of pursuing oncology as a career (χ² = 290.660, p 0.05 for all). Table 5: Bivariate Analysis Variable 1 Variable 2 Correlation coefficient/ Test statistic ( ρ ) p-value Family history of cancer Likelihood of pursuing oncology as a career 8.781 1 0.012 Interest in oncology at the time of this study 290.660 1 0.000 Knowledge score Current level in school 16.257 2 0.000 Likelihood of pursuing oncology as a career 5.984 2 0.03 Knowledge score Age 0.211 3 0.000 Attitude score 0.133 3 0.002 Attitude score Likelihood of pursuing oncology as a career 17.004 4 0.000 Attitude score Family history of cancer U = 17,383.5 5 0.004 1 = Chi-Square; 2 =ANOVA; 3 =Spearman’s correlation; 4 = Kruskal-Wallis Test, 5 = Mann-Whitney U Test Multivariate Analysis A multinomial logistic regression was conducted to identify predictors of students’ likelihood of pursuing oncology as a career, using “no likelihood” as the reference category. The results are presented in Table 6. The model indicated that knowledge score, attitude score, level in school, family history of cancer, and prior interest in oncology were significant predictors. Students with higher knowledge (B = 0.271, p = 0.003) and attitude scores (B = 0.298, p = 0.006) were more likely to express a strong likelihood of pursuing oncology. Fourth-year students were over 2.7 times more likely to demonstrate this high likelihood compared to final-year students (B = 1.016, p = 0.015, Exp(B) = 2.76). Those without a family history of cancer were significantly less likely to express either low (B = –1.169, p = 0.019) or high (B = –1.233, p = 0.020) likelihood, highlighting the influence of personal experience. Before conducting the multinomial logistic regression, multicollinearity among the independent variables was assessed using the Variance Inflation Factor (VIF). All VIF values were below 5, indicating no significant multicollinearity. Table 6: Multivariate Analysis Outcome Category Predictor B Std. Error Wald df Sig. (p) Exp(B) 95% CI for Exp(B) Low livelihood Intercept 0.499 1.654 0.091 1 0.763 – – Age -0.005 0.057 0.007 1 0.933 0.995 0.889 – 1.114 Knowledge score 0.104 0.072 2.063 1 0.151 1.110 0.963 – 1.279 Attitude score 0.150 0.088 2.929 1 0.087 1.162 0.978 – 1.379 Family history: No -1.266 0.489 6.704 1 0.010 0.282 0.108 – 0.735 Family history: Yes 0 b 0 Current level in school: 400 0.624 0.379 2.705 1 0.100 1.866 0.887 – 3.922 Current level in school: 500 0.272 0.325 0.703 1 0.402 1.313 0.695 – 2.482 Current level in school: 600 0 b 0 High livelihood Intercept -4.528 1.840 6.055 1 0.014 – – Age 0.071 0.062 1.306 1 0.253 1.073 0.951 – 1.212 Knowledge score 0.258 0.085 9.146 1 0.002 1.294 1.095 – 1.530 Attitude score 0.318 0.104 9.414 1 0.002 1.375 1.122 – 1.685 Family history: No -1.387 0.518 7.160 1 0.007 0.250 0.090 – 0.690 Family history: Yes 0 b 0 Current level in school: 400 0.996 0.424 5.525 1 0.019 2.707 1.180 – 6.211 Current level in school: 500 0.193 0.375 0.266 1 1.213 0.582 2.529 Current level in school: 600 0 b 0 The reference category is: No interest This parameter is set to zero because it is redundant (reference category). DISCUSSION This study provides critical insights into the interests and predictors of Nigerian medical students regarding oncology as a career path. Knowledge of oncology practice as a career among respondents The study indicates that while students are reasonably aware of oncology subspecialties, their knowledge of available oncology training programs in Nigeria is limited. These results reinforce earlier Nigerian studies which highlighted a general lack of awareness regarding less commonly chosen medical specialties. [11,13,18] . In contrast, studies conducted in developed countries like France reported higher levels of awareness, likely due to better-established training pathways and structured career guidance. [15] Attitude of the respondents towards oncology practice The overall attitude of respondents toward oncology was largely positive, with more than half expressing a favorable view, while about one-third remained neutral, and a small minority held a negative attitude. This stands in contrast to findings from a UK-wide study, where students reported mainly a negative view of oncology practice. [16] This may be due to the high tendency of medical students to modify their attitude as they rotate through different specialties. Perceptions of Oncology as a Career The findings reveal that students have mixed perceptions about oncology. Concerns about radiation exposure, emotional exhaustion, and inadequate facilities were prevalent. Similar concerns have been documented in studies from Pakistan and France, where students cited emotional strain and poor patient prognoses as significant deterrents. [15,17] This perception parallels Nigerian studies where demanding fields such as surgery and internal medicine were also less favored due to work–life balance concerns. [11,12] The fact that a significant proportion of respondents remained neutral about work-life balance in oncology suggests that many may have had limited direct exposure to the field, making it difficult to form a strong opinion. [19,20] Interest in Oncology and Career Aspirations The findings indicate that medical students’ interest in oncology, while generally positive, is largely moderate. At the time of the study, only a small proportion of students expressed no interest in the field, whereas the majority reported low interest, and just over one-third reported high interest (Table 3.1). A similar pattern emerges in the likelihood of pursuing oncology as a career. While outright disinterest was limited, the predominance of low likelihood scores indicates that interest does not necessarily translate into a strong commitment to specialization. A comparable trend has been observed internationally, where oncology is often viewed as demanding and uncertain in terms of career prospects. For instance, studies in Pakistan and the UK reported limited enthusiasm for oncology careers among early-career medical trainees, often due to perceived challenges and restricted opportunities. [15–17] Among oncology pathways, students expressed the strongest interest in research-oriented roles, including clinical and scientific research, followed by surgical oncology. Medical and clinical oncology were of moderate interest, while radiation oncology had the highest proportion of low interest (Table 3.2). This preference for research and surgical pathways may reflect greater exposure to these areas during medical training or an appreciation of their perceived impact and innovation potential. Compared with previous studies, these findings suggest a subtle shift in student priorities toward roles that combine scientific inquiry with clinical application, reflecting a growing orientation toward the physician-scientist paradigm. [21,22] Factors Influencing Career Choice in Oncology Both facilitatory and barrier factors significantly influence students' career decisions. The availability of research opportunities, mentorship from senior specialists, and the shortage of oncologists in Nigeria were key motivators. A study from France highlighted similar result where interest in research and mentorship strongly influenced oncology career choices. [15] On the other hand, barriers like difficulty in securing residency and the rigorous nature of training were notable deterrents. Similar findings have been reported in Nigerian studies on specialty preferences, where challenging residency programs discouraged students from selecting demanding fields. [12,23] Predictors of Oncology Career Interest The study identified both personal and academic factors that shape medical students’ likelihood of pursuing a career in oncology. The result was consistent with with prior studies, which also showed that knowledge, respondents’ level in school, attitude scores, and family history of cancer were significant predictors of the likelihood of pursuing an oncology career. Students with higher oncology knowledge tended to have more favorable attitudes, and both variables independently increased the likelihood of considering oncology as a career. [12,15,24] This suggests that knowledge and perception are mutually reinforcing, highlighting the need for improved oncology education within the medical curriculum. Strengthening teaching content and providing more structured clinical exposure may help foster interest and counteract negative perceptions of the specialty. Personal factors also played a critical role. Students with a family history of cancer demonstrated greater interest and more positive attitudes toward oncology, and they were more likely to express career intentions in this field. This supports the notion that personal experiences with illness can strongly influence specialty choice, likely by fostering empathy and a deeper appreciation of the oncologist’s role. Designing educational initiatives that make oncology more personally relevant, even for students without direct exposure, may therefore be an important strategy. Another notable finding was the influence of academic progression. Fourth-year students, who are at the stage of transitioning from preclinical to clinical training, were more likely than final-year students to express strong intentions to pursue oncology. This pattern may reflect initial enthusiasm generated by early clinical exposure, which diminishes as students advance and confront systemic barriers such as exposure differences, burnout, realities of medical residency, limited training opportunities, lack of role models, or perceptions of poor work–life balance in oncology. Similar trends have been reported in studies from other low- and middle-income countries, where interest peaks in mid-training and wanes toward graduation. [16,17] This highlights the need for sustained mentorship and career guidance throughout medical school, rather than brief exposure at isolated stages. Demographic factors such as gender, marital status, and geopolitical background did not show significant associations, suggesting that career intentions in oncology are driven more by experiential and educational influences than by demographic characteristics. From a workforce planning perspective, these findings emphasize that interventions targeting education, mentorship, and early exposure are likely to be more effective in strengthening the oncology pipeline than demographic targeting. Overall, the results indicate that both academic progression and personal experiences contribute meaningfully to shaping students’ oncology career intentions. Knowledge, attitudes, family history of cancer, and level in school are particularly influential. These findings underscore the need for early and sustained strategies to inspire interest in oncology, supported by stronger curricular content and mentorship opportunities, to address the growing cancer workforce gap. Strengths and Limitations One strength of this study is its large, diverse sample, including medical students from various geopolitical regions in Nigeria. This provides a comprehensive understanding of perceptions toward oncology. Additionally, the study also offers insights into the predictors of career interest. However, certain limitations must be acknowledged. The study relies on self-reported data, which may introduce response bias. Also, the cross-sectional design limits the ability to establish causal relationships between factors influencing oncology career interest. Future longitudinal studies would be beneficial to track changes in career preferences over time. Conclusion and Recommendations This study underscores the need for targeted interventions to enhance awareness of oncology and career interest among Nigerian medical students. Increased exposure to oncology through clinical rotations, curriculum reforms, structured mentorship programs, and improved residency opportunities could help address these challenges. Tackling concerns about work-life balance, emotional strain, and radiation exposure through educational initiatives may also help reshape perceptions of the field. Further research is necessary to explore long-term career choices among Nigerian medical graduates and to identify strategies for promoting a more balanced distribution of specialists in line with national health needs. Declarations Author Contributions Statement B.T.O. and O.O.O. conceived and designed the study, developed the study instrument, performed data analysis, interpreted the results, and drafted the manuscript. I.G.O., B.J.U.-O., V.U.N., F.C.O., F.J.B., B.O.E., A.A., J.C.U., M.O.A., T.F.M., and O.R.E. participated in data collection across study sites. O.O. provided conceptual guidance and supervision throughout the study and critically reviewed the manuscript. All authors reviewed and approved the final version of the manuscript and agree to be accountable for all aspects of the work. Consent to participate Written informed consent was obtained from all participants, and anonymity was maintained through numerical coding Human ethics Ethical approval for this study (ERC/2025/01/03) was obtained from the Obafemi Awolowo University Teaching Hospitals Complex’s Ethics and Research Committee (IRB/IEC: Z0004553/ NHREC/17/03/2021). All participants provided informed consent before enrollment, and the study was conducted in accordance with the principles outlined in the Declaration of Helsinki and its subsequent amendments. Confidentiality and anonymity were ensured by excluding personal identifiers. Consent for publication Not applicable Clinical trial number Clinical trial number: not applicable Availability of data and materials The datasets generated and analysed during the study are available from the corresponding author on request. Competing interest The authors declare that they have no conflicts of interest. Funding This research was conducted without external financial support. References Naghavi M, Wang H, Lozano R, Davis A, Liang X, Zhou M, et al. Global, regional, and national age-sex specific all-cause and cause-specific mortality for 240 causes of death, 1990–2013: a systematic analysis for the Global Burden of Disease Study 2013. Lancet. 2015;385(9963):117–71. Azubuike SO, Muirhead C, Hayes L, McNally R. Rising global burden of breast cancer: The case of sub-Saharan Africa (with emphasis on Nigeria) and implications for regional development: A review. World J Surg Oncol. 2018;16(1):1–13. 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Discordance between cancer prevalence and training: a need for an increase in oncology education. Clin Med. 2013;13(1):50–6. Mathew A. Global survey of clinical oncology workforce. J Glob Oncol. 2018;2018(4):1–12. Yang W, Williams JH, Hogan PF, Bruinooge SS, Rodriguez GI, Kosty MP, et al. Projected supply of and demand for oncologists and radiation oncologists through 2025: an aging, better-insured population will result in shortage. J Oncol Pract. 2014;10(1):39–45. Fundytus A, Sullivan R, Vanderpuye V, Seruga B, Lopes G, Hammad N, et al. Delivery of global cancer care: An international study of medical oncology workload. J Glob Oncol. 2018;2018(4):1–11. Ossai EN, Uwakwe KA, Anyanwagu UC, Ibiok NC, Azuogu BN, Ekeke N. Specialty preferences among final year medical students in medical schools of southeast Nigeria: need for career guidance. BMC Med Educ. 2016;16(1):1–8. Ic A, Ke O, Ee E, Akpayak IC. Medical students’ preference for choice of clinical specialties: A multicentre survey in Nigeria. Jos J Med. 2014;8(3):49–52. Falase B, Olufemi S, Adeleye A, Amogbonjaye A, Sunmola S, Olaiya A, et al. Career choices and determining factors among final year medical students in Lagos Nigeria. Niger J Med. 2022;31(4):390. Oskvarek J, Braunstein S, Farnan J, Ferguson MK, Hahn O, Henderson T, et al. Medical Student Knowledge of Oncology and Related Disciplines: a Targeted Needs Assessment. J Cancer Educ. 2016;31(3):529–32. Faivre JC, Bibault JE, Bellesoeur A, Salleron J, Wack M, Biau J et al. Choosing a career in oncology: Results of a nationwide cross-sectional study. BMC Med Educ 2018;18(1). Rallis KS, Wozniak AM, Hui S, Nicolaides M, Shah N, Subba B et al. Inspiring the future generation of oncologists: a UK-wide study of medical students’ views towards oncology. BMC Med Educ 2021;21(1). Aemaz Ur Rehman M, Farooq H, Ebaad Ur Rehman M, Ali MM, Zafar A, Khokhar MA. Perceptions of oncology as a career choice among the early career doctors in Pakistan. BMC Med Educ. 2022;22(1):1–9. Adeyeye AA, Ibu FO, Uwoghiren OE, Akubueze CE, Olufadeji A, Roberts AA. Emergency medicine as a career: Knowledge, attitudes and predictors in Nigerian medical students. Afr J Emerg Med. 2021;11(4):447–52. Joseph A, Balogun O, … AANM, 2021 undefined. Oncology Education in the Nigerian Medical Curriculum: A cross-sectional review. Nigerian Medical Journal 2021;62:127–32. Okonkwo TC, Olatunji GD, Adeleye VM, Akinwale MO. Specialty choice among final-year medical students and house officers in Nigeria: implications for anaesthesia practice – a cross-sectional study. BMJ Open. 2025;15(1):e084517. Rhee KY, Emala CW, Gallagher EJ, Rockey DC, Hu PJ, Vyas JM et al. Paving the physician-scientist career path: from grassroots gathering to national forum. JCI Insight [Internet] 2025 [cited 2025 Oct 3];10(7):e192689. Available from: https://pmc.ncbi.nlm.nih.gov/articles/PMC11981613/ Rosen MR. The Role of the Physician-Scientist in Our Evolving Society. Rambam Maimonides Med J. 2011;2(4):e0063. Okunlola AI, Babalola OF, Okunlola CK, Salawu AI, Adeyemo DT, Adebara IO. Determining Factors for the Choice of Medical Career among the Final Year Medical Students of a Private University in Nigeria. Nigerian Journal of Medicine [Internet] 2020 [cited 2024 Sep 5];29(2):308–11. Available from: https://www.ajol.info/index.php/njm/article/view/197582 Haupt TS, Dow T, Smyth M, Toguri JT, Roberts A, Raju KL et al. Medical Student Exposure to Radiation Oncology Through the Pre-clerkship Residency Exploration Program (PREP): Effect on Career Interest and Understanding of Radiation Oncology. Journal of Cancer Education [Internet] 2020 [cited 2024 Sep 5];35(2):388–94. Available from: https://link.springer.com/ article/10.1007/s13187-019-1477-2 Additional Declarations No competing interests reported. Supplementary Files Questionnaire.pdf Cite Share Download PDF Status: Posted Version 1 posted You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. As a division of Research Square Company, we’re committed to making research communication faster, fairer, and more useful. We do this by developing innovative software and high quality services for the global research community. Our growing team is made up of researchers and industry professionals working together to solve the most critical problems facing scientific publishing. Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-8563158","acceptedTermsAndConditions":true,"allowDirectSubmit":true,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":596459369,"identity":"3cd585e9-5ad7-456d-b287-edfbcddd3e1b","order_by":0,"name":"Blessing Toyosi Ogunoye","email":"","orcid":"","institution":"Obafemi Awolowo University Teaching Hospitals Complex","correspondingAuthor":false,"prefix":"","firstName":"Blessing","middleName":"Toyosi","lastName":"Ogunoye","suffix":""},{"id":596459370,"identity":"41956429-4a4b-4324-af7d-e6ea55e64d6c","order_by":1,"name":"Oluwatobi Olayode","email":"data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAAZAAAAAyAQMAAABI0h/eAAAABlBMVEX///8AAABVwtN+AAAACXBIWXMAAA7EAAAOxAGVKw4bAAABE0lEQVRIiWNgGAWjYDACdhDBxsDAB+Ee4OEHUQkFeLQwQ7WwgTUAtUg2gLQYkKCFweAAiIVHCz8z8zOJD2U2cmwSOYafP1TckTE+vzrxwwMDBnl+sQNYtUg2s5lJzjiXZgzUYixx4MwzHrMbbzdLAB1mOHN2AlYtBocZzKR52w4ntknkbpA42HYYqOXsBpCWBIPbuLSwfwNq+Q/SsvkHSIvxjLObf+DXwgOy5QBIyzawLQb8vdvw2iLZzFNsOeNcsjEbz/tvFmeAfpG4wbvNIsFAAqdf+NnbN974UGYnx8+elnyjouKOPX//2c03f1TYyPNLY9cCBCwSqHwJsEoJLCrhgPkDmsUH8KkeBaNgFIyCEQgAhzVfgtHqQVEAAAAASUVORK5CYII=","orcid":"","institution":"Obafemi Awolowo University Teaching Hospitals Complex","correspondingAuthor":true,"prefix":"","firstName":"Oluwatobi","middleName":"","lastName":"Olayode","suffix":""},{"id":596459371,"identity":"411d07e3-39f9-4ff3-a8d5-4d21c5009560","order_by":2,"name":"Ireke Grace Oyediya","email":"","orcid":"","institution":"Ebonyi State University","correspondingAuthor":false,"prefix":"","firstName":"Ireke","middleName":"Grace","lastName":"Oyediya","suffix":""},{"id":596459372,"identity":"16e5b42a-2d66-4d98-9580-92c09e3d6721","order_by":3,"name":"Brian Jachimike Uche-Orji","email":"","orcid":"","institution":"University of Port Harcourt","correspondingAuthor":false,"prefix":"","firstName":"Brian","middleName":"Jachimike","lastName":"Uche-Orji","suffix":""},{"id":596459373,"identity":"d50516ce-4f14-466e-bb6b-3d8b528c329c","order_by":4,"name":"Nwajei Victoria Uche","email":"","orcid":"","institution":"Delta State University","correspondingAuthor":false,"prefix":"","firstName":"Nwajei","middleName":"Victoria","lastName":"Uche","suffix":""},{"id":596459374,"identity":"c632a99d-6ead-48f7-88fd-a64e8da164b2","order_by":5,"name":"Favour Chidinma Okezie","email":"","orcid":"","institution":"Abia State University","correspondingAuthor":false,"prefix":"","firstName":"Favour","middleName":"Chidinma","lastName":"Okezie","suffix":""},{"id":596459375,"identity":"de2352c7-9d37-4b78-bb99-f0b377b114e3","order_by":6,"name":"Funmilola Joy Banjo","email":"","orcid":"","institution":"Olabisi Onabanjo University","correspondingAuthor":false,"prefix":"","firstName":"Funmilola","middleName":"Joy","lastName":"Banjo","suffix":""},{"id":596459376,"identity":"3b40a6f3-cb5a-4482-a503-36cda97718d2","order_by":7,"name":"O. 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University","correspondingAuthor":false,"prefix":"","firstName":"Michael","middleName":"Olawale","lastName":"Aremu","suffix":""},{"id":596459380,"identity":"85915fa3-afdc-4c0c-842c-54c8d6e9429f","order_by":11,"name":"Temitayo Femi Matthew","email":"","orcid":"","institution":"Obafemi Awolowo University","correspondingAuthor":false,"prefix":"","firstName":"Temitayo","middleName":"Femi","lastName":"Matthew","suffix":""},{"id":596459381,"identity":"27392b6d-2d43-4fb0-adc6-cea3fb1ccc81","order_by":12,"name":"Okhesomi Rejoice – Eshemokhai","email":"","orcid":"","institution":"Obafemi Awolowo University","correspondingAuthor":false,"prefix":"","firstName":"Okhesomi","middleName":"Rejoice –","lastName":"Eshemokhai","suffix":""},{"id":596459382,"identity":"c28c94e6-0cd6-4d15-bcdc-54700c4dd91c","order_by":13,"name":"Olalekan Olasehinde","email":"","orcid":"","institution":"Obafemi Awolowo University Teaching Hospitals Complex","correspondingAuthor":false,"prefix":"","firstName":"Olalekan","middleName":"","lastName":"Olasehinde","suffix":""}],"badges":[],"createdAt":"2026-01-09 17:08:24","currentVersionCode":1,"declarations":"","doi":"10.21203/rs.3.rs-8563158/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-8563158/v1","draftVersion":[],"editorialEvents":[],"editorialNote":"","failedWorkflow":false,"files":[{"id":103492952,"identity":"d8588815-0339-4a72-bc06-ccf5633e2a61","added_by":"auto","created_at":"2026-02-26 10:14:50","extension":"jpg","order_by":1,"title":"Figure 1","display":"","copyAsset":false,"role":"figure","size":35211,"visible":true,"origin":"","legend":"\u003cp\u003e\u003cstrong\u003eAttitude towards oncology practice among the respondents\u003c/strong\u003e\u003c/p\u003e","description":"","filename":"1.jpg","url":"https://assets-eu.researchsquare.com/files/rs-8563158/v1/d86861aceeb65ccaf5ad73b2.jpg"},{"id":103507723,"identity":"963c50ca-56d5-4f1d-8b8b-c34d0a58e6ef","added_by":"auto","created_at":"2026-02-26 13:43:55","extension":"jpg","order_by":2,"title":"Figure 2","display":"","copyAsset":false,"role":"figure","size":92868,"visible":true,"origin":"","legend":"\u003cp\u003e\u003cstrong\u003ePerceptions of Oncology Among Respondents\u003c/strong\u003e\u003c/p\u003e","description":"","filename":"2.jpg","url":"https://assets-eu.researchsquare.com/files/rs-8563158/v1/1ef40de2d7b08ec011966305.jpg"},{"id":108803795,"identity":"1107219d-9e38-4686-9e52-d6dbc742e0db","added_by":"auto","created_at":"2026-05-08 15:07:22","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":600090,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-8563158/v1/3b6174cc-6800-4e5b-a98e-5c5bc8203f9a.pdf"},{"id":103492953,"identity":"cf72883b-9ff1-43db-85e9-35ac31b44b87","added_by":"auto","created_at":"2026-02-26 10:14:50","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"supplement","size":965492,"visible":true,"origin":"","legend":"","description":"","filename":"Questionnaire.pdf","url":"https://assets-eu.researchsquare.com/files/rs-8563158/v1/9e9adf872f2e347b862562c1.pdf"}],"financialInterests":"No competing interests reported.","formattedTitle":"Oncology as a Career Path: A Nationwide Study of Nigerian Medical Students’ Perspectives and Career Interests","fulltext":[{"header":"Background","content":"\u003cp\u003eCancer has been reported as the second leading cause of death globally.\u003csup\u003e[\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e1\u003c/span\u003e]\u003c/sup\u003e The disease is associated with a bleak prognosis in low and middle-income countries like Nigeria, where access to quality healthcare is scarce, healthcare facilities are substandard, and the number of healthcare workers is dwindling.\u003csup\u003e[\u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2\u003c/span\u003e, \u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e3\u003c/span\u003e]\u003c/sup\u003e The GLOBOCAN report stated that in 2022, Nigeria recorded 127,763 new cancer cases, with 79,542 resulting in death, leading to a mortality-to-incidence ratio of 0.71.\u003csup\u003e[\u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e4\u003c/span\u003e]\u003c/sup\u003e This high mortality rate is attributed to various factors, including late presentation, late-stage diagnosis, limited access to oncologists, high cost of cancer treatment, and inadequate health care infrastructures.\u003csup\u003e[\u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2\u003c/span\u003e]\u003c/sup\u003e Despite this rising incidence of cancer and the associated high mortality rate, a recent study on Nigeria\u0026rsquo;s oncology workforce revealed that the country has fewer than 70 clinical oncologists, indicating a critical oncology workforce shortage nationwide .\u003csup\u003e[\u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e3\u003c/span\u003e, \u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e5\u003c/span\u003e]\u003c/sup\u003e\u003c/p\u003e \u003cp\u003eThis highlights the need for increased recruitment of early-career doctors into oncology related fields.\u003csup\u003e[\u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e6\u003c/span\u003e]\u003c/sup\u003e As the cancer burden continues to rise, more cancer specialists and researchers will be needed to meet the demand. Several studies have highlighted the disparity between the rate of cancer incidence and the availability of oncologists.\u003csup\u003e[\u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e7\u003c/span\u003e, \u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e8\u003c/span\u003e]\u003c/sup\u003e Various projections indicate that even high-income countries like the United States will face a shortage of oncologists by 2025.\u003csup\u003e[\u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e9\u003c/span\u003e]\u003c/sup\u003e This is further substantiated by the Global Survey of Clinical Oncology Workforce\u0026rsquo;s study which revealed that in 25 African countries, including Nigeria, which represents 78% of the countries surveyed, there were more than 1,000 new cancer cases per clinical oncologist.\u003csup\u003e[\u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e8\u003c/span\u003e]\u003c/sup\u003e A global look at the workload of medical oncologists shows that in low- and middle-income countries, 58 out of the 147 oncologists surveyed see more than 500 new cancer patients each year. Additionally, 30 of them handle over 50 patients on clinic days, leaving little time for doctor-patient interaction.\u003csup\u003e[\u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e10\u003c/span\u003e]\u003c/sup\u003e This highlights the urgent need to strengthen the oncology workforce, especially in LMIC countries like Nigeria.\u003c/p\u003e \u003cp\u003eMedical students' career choices significantly impact the future distribution of the workforce across medical specialties.\u003csup\u003e[\u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e11\u003c/span\u003e]\u003c/sup\u003e Studies have identified several factors that influence these decisions, including pre-admission experiences, medical school exposure, and post-graduation influences. These factors include personal interest, family and peer influence, financial remuneration, training duration, stress during residency, and mentorship.\u003csup\u003e[\u003cspan additionalcitationids=\"CR12\" citationid=\"CR11\" class=\"CitationRef\"\u003e11\u003c/span\u003e\u0026ndash;\u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e13\u003c/span\u003e]\u003c/sup\u003e A study of 457 final-year medical students in Southeastern Nigeria found that 51.8% decided on their specialization during their clinical years. This was attributed to increased exposure to different specialties.\u003csup\u003e[\u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e11\u003c/span\u003e]\u003c/sup\u003e\u003c/p\u003e \u003cp\u003eThere is a significant paucity of literature on how Nigerian medical students perceive oncology as a career option.\u003csup\u003e[\u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e6\u003c/span\u003e]\u003c/sup\u003e This gap leaves policymakers without the information needed to make necessary curriculum changes that could address the imbalance between doctor availability and patient needs. This study aims to explore the knowledge, attitudes, perceptions, interest, and factors influencing career choices among Nigerian medical students regarding oncology as a field of specialization.\u003c/p\u003e"},{"header":"Methods","content":"\u003cdiv id=\"Sec3\" class=\"Section2\"\u003e \u003ch2\u003eStudy design\u003c/h2\u003e \u003cp\u003eThis study was a descriptive cross-sectional survey conducted among medical students across Nigeria. It aimed to evaluate their perceptions, level of interest, and factors influencing their career choices in oncology.\u003c/p\u003e \u003c/div\u003e\n\u003ch3\u003eStudy population (inclusion and exclusion criteria)\u003c/h3\u003e\n\u003cp\u003eThe study population comprised clinical-year medical students (400\u0026ndash;600 level) enrolled in Nigerian medical schools. Nigerian medical education follows a standardized curriculum, with three years of preclinical coursework followed by three years of clinical training. This ensures that students at the clinical level have had some exposure to oncology and can meaningfully respond to questions about the specialty.\u003csup\u003e[\u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e11\u003c/span\u003e]\u003c/sup\u003e Participants eligible for the study included medical students in the clinical years who were currently enrolled in a Nigerian university and provided informed consent. Preclinical students, those in 100\u0026ndash;300 level, were excluded due to their limited exposure to clinical oncology. Additionally, transfer or exchange students from foreign institutions were excluded, as their perceptions might be influenced by different educational systems and medical training structures.\u003c/p\u003e\n\u003ch3\u003eSample size and recruitment\u003c/h3\u003e\n\u003cp\u003eThe sample size was determined using Leslie Fisher\u0026rsquo;s formula, based on a 95 percent confidence level and a 27% estimated proportion of medical students considering a career in oncology from previous studies.\u003csup\u003e[\u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e14\u003c/span\u003e]\u003c/sup\u003e This calculation yielded a minimum sample size of 303, which was adjusted to 333 to account for a 10 percent non-response rate. Given that Nigeria has 47 medical schools, including 37 fully accredited and 10 partially accredited institutions, a collaborative authorship approach was used to facilitate participant recruitment.\u003csup\u003e[\u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e11\u003c/span\u003e]\u003c/sup\u003e Medical student collaborators were recruited through medical student associations, social media platforms, and institutional bulletins. Each collaborator was responsible for securing at least 25 responses or 5 percent of the total clinical-year students in their institution, whichever was lower. Collaborators who met this requirement and actively contributed to the dissemination of the survey and data collection were recognized as authors in this study.\u003c/p\u003e\n\u003ch3\u003eResearch instrument\u003c/h3\u003e\n\u003cp\u003eA self-administered questionnaire was developed following an extensive literature review to ensure alignment with the study objectives.\u003csup\u003e[\u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e6\u003c/span\u003e, \u003cspan additionalcitationids=\"CR12 CR13 CR14 CR15 CR16\" citationid=\"CR11\" class=\"CitationRef\"\u003e11\u003c/span\u003e\u0026ndash;\u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e17\u003c/span\u003e]\u003c/sup\u003e The questionnaire was divided into six major sections: sociodemographic characteristics, knowledge of oncology, attitude toward oncology as a specialty, perception of oncology as a career choice, interest in the field, and factors influencing career choice.\u003c/p\u003e \u003cp\u003eThe questionnaire was designed in English, the official language of medical education in Nigeria. To ensure content validity, the questionnaire was reviewed by an oncologist and a public health specialist, who evaluated the clarity, relevance, and structure of the survey items. Additionally, a pilot test was conducted with a small group of medical students to refine question phrasing and format. The Cronbach\u0026rsquo;s alpha value (α) was 0.87. The final version of the questionnaire administered to participants is available as Supplementary Material 1.\u003c/p\u003e\n\u003ch3\u003eData collection\u003c/h3\u003e\n\u003cp\u003eData collection was conducted anonymously via Kobo Toolbox to ensure confidentiality and reduce response bias. All participants were informed that participation was voluntary, and they could withdraw at any time without consequences. To further minimize bias, student collaborators were trained on ethical recruitment strategies and instructed to avoid coercion or influence. Participants completed the questionnaire independently, reducing the likelihood of external bias.\u003c/p\u003e \u003cdiv id=\"Sec8\" class=\"Section2\"\u003e \u003ch2\u003eData analysis\u003c/h2\u003e \u003cp\u003eSurvey responses were exported from Kobo Toolbox to Excel and analyzed using SPSS version 25.0. Descriptive statistics were used to summarize demographic characteristics, knowledge, attitude, perceptions, career aspirations, and factors. Bivariate analysis was conducted to explore associations between variables, while multivariate logistic regression was performed to identify key predictors of students\u0026rsquo; likelihood of pursuing oncology as a career.\u003c/p\u003e \u003c/div\u003e\n\u003cp\u003e\u003cstrong\u003eEthical approval\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eEthical approval for this study (ERC/2025/01/03) was obtained from the Obafemi Awolowo University Teaching Hospitals Complex\u0026rsquo;s Ethics and Research Committee (IRB/IEC: Z0004553/ NHREC/17/03/2021).\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConsent to Participate\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eParticipation was voluntary, and written informed consent was obtained from all participants before completing the questionnaire. Confidentiality and anonymity were ensured by excluding personal identifiers.\u003c/p\u003e"},{"header":"Results","content":"\u003cp\u003e\u003cstrong\u003eSociodemographic features of respondents\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eA total of 531 respondents were enrolled, and the sociodemographic features of the respondents are represented in Table 1. The mean age of the respondents was 23.4\u0026plusmn; 2.7 years, with the females accounting for 55.6% of the participants. The majority (69.7%) of respondents held only a high school certificate as their highest qualification, while 29.8% had a bachelor\u0026rsquo;s degree and 0.6% held a postgraduate degree at the time of data collection. Respondents were selected from all the geopolitical zones with the South-South being the most represented (33.3%), followed by South-West (23.9%). About 37.1% of the respondent were in their fifth year, 35.2% in their fourth year, and 27.7% in their sixth year. Also, 18.5 percent reported a family history of cancer.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTable 1: Sociodemographic features of respondents\u003c/strong\u003e\u003c/p\u003e\n\u003ctable border=\"0\" cellspacing=\"0\" cellpadding=\"0\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 50%;\"\u003e\n \u003cp\u003eVariable\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 50%;\"\u003e\n \u003cp\u003e\u003cem\u003eN\u0026nbsp;\u003c/em\u003e(%)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 50%;\"\u003e\n \u003cp\u003eGender\u003c/p\u003e\n \u003cp\u003eMale\u003c/p\u003e\n \u003cp\u003eFemale\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 50%;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003cp\u003e236 (44.4)\u003c/p\u003e\n \u003cp\u003e295 (55.6)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 50%;\"\u003e\n \u003cp\u003eNationality\u003c/p\u003e\n \u003cp\u003eNigerians\u003c/p\u003e\n \u003cp\u003eCameroonian\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 50%;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003cp\u003e530 (99.8)\u003c/p\u003e\n \u003cp\u003e1 (0.2)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 50%;\"\u003e\n \u003cp\u003eHighest level of education\u003c/p\u003e\n \u003cp\u003eSecondary education \u0026nbsp;\u003c/p\u003e\n \u003cp\u003eBachelor\u0026rsquo;s degree\u003c/p\u003e\n \u003cp\u003ePostgraduate (Master\u0026rsquo;s/Doctorate)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 50%;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003cp\u003e370 (69.7)\u003c/p\u003e\n \u003cp\u003e158 (29.8)\u003c/p\u003e\n \u003cp\u003e3 (0.6)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 50%;\"\u003e\n \u003cp\u003eCurrent level in university\u003c/p\u003e\n \u003cp\u003e400\u003c/p\u003e\n \u003cp\u003e500\u003c/p\u003e\n \u003cp\u003e600\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 50%;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003cp\u003e187 (35.2)\u003c/p\u003e\n \u003cp\u003e197 (37.1)\u003c/p\u003e\n \u003cp\u003e147 (27.7)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 50%;\"\u003e\n \u003cp\u003eGeopolitical distribution of medical schools\u003c/p\u003e\n \u003cp\u003eSouth-East (SE)\u003c/p\u003e\n \u003cp\u003eSouth-South (SS)\u003c/p\u003e\n \u003cp\u003eSouth-West (SW)\u003c/p\u003e\n \u003cp\u003eNorth-Central (NC)\u003c/p\u003e\n \u003cp\u003eNorth-East (NE)\u003c/p\u003e\n \u003cp\u003eNorth-West (NW)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 50%;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003cp\u003e127 (23.9)\u003c/p\u003e\n \u003cp\u003e177 (33.3)\u003c/p\u003e\n \u003cp\u003e127 (23.9)\u003c/p\u003e\n \u003cp\u003e26 (4.9)\u003c/p\u003e\n \u003cp\u003e48 (9.0)\u003c/p\u003e\n \u003cp\u003e26 (4.9)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 50%;\"\u003e\n \u003cp\u003eFamily history of cancer\u003c/p\u003e\n \u003cp\u003eYes\u003c/p\u003e\n \u003cp\u003eNo\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 50%;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003cp\u003e98 (18.5)\u003c/p\u003e\n \u003cp\u003e433 (81.5)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003e\u003cstrong\u003eKnowledge and attitude towards oncology practice among the respondents\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eTheir attitude towards oncology practice is also represented in Figure 1. The respondents had varying levels of knowledge of oncology subspecialties. The majority of the respondents knew about surgical oncology (77.4 percent), medical oncology (77.0 percent), and radiation oncology (79.5 percent). However, only 60.3% of the respondent knew that oncology training is available in Nigeria, with only 29.2% being aware of oncology training at their institution. Also, only 9.2% knew the duration of oncology training in Nigeria. Most respondents (59%) had a positive attitude toward oncology, 36% were neutral, and 5% had a negative attitude.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003ePerceptions of Oncology Among Respondents\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe perception of oncology among the respondents is represented in Figure 2.\u003c/p\u003e\n\u003cp\u003e\u003cem\u003eWorkplace Environment and Work-Life Balance\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003eThe majority of respondents (64.4%) were uncertain about the work-life balance in oncology, with 20.4% believing that it is reasonable compared to other specialties. Also, 68.4% were neutral about well-regulated working hours in oncology practice.\u003c/p\u003e\n\u003cp\u003eAlso, 53.9% of the respondents were neutral about whether oncology is a male-dominated field, while 12.6%, however, agreed. A notable concern was the perceived inadequacy of facilities for oncology training, with 78.0% agreeing to this.\u003c/p\u003e\n\u003cp\u003e\u003cem\u003eNature of Work and Radiation Exposure Concerns\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003eA major concern of the respondents was radiation exposure, as 83.2% agreed that it is a significant risk in oncology. Also, 63.3% of the participants believed that poor patient prognoses negatively impact career choices.\u003c/p\u003e\n\u003cp\u003e\u003cem\u003eEmotional Aspects of Oncology\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003eAbout 45.6% of the respondents viewed oncology as a depressing specialty, with only 13.6% disagreeing. Also, 42.7% of the respondents felt that long-term patient relationships could lead to emotional exhaustion. The high proportion of neutral responses by the participants suggests uncertainty or limited direct exposure to the specialty.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cem\u003eCareer Prospects and Advancement of the Field\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003eConcerns about job saturation were minimal, with 44.6% of the respondents disagreeing that oncology has limited job opportunities and just 11.9% agreeing. Also, oncology was widely recognized as a rapidly evolving, research-driven field, with 80.0% of respondents acknowledging its advancements.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eFuture Prospects and Career Aspirations\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eAt the time of the study, only 36.3% of respondents reported a high interest in oncology, while the majority (63.7%) expressed low interest, and 8.7% reported no interest at all. The likelihood of pursuing oncology as a career showed a similar trend: most respondents indicated a low likelihood of pursuing oncology as a career (60.5%), with only 25.0% expressing a high likelihood. When interest was disaggregated by subspecialty (Table 3.2), research-oriented pathways were the most preferred, with 32.2% and 26.0% of students indicating high interest in clinical research and scientific research, respectively. Radiation oncology ranked lowest overall, with the largest proportion of respondents reporting no interest (22.6%).\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTable 3.1: Future Prospects and Career Aspirations\u003c/strong\u003e\u003c/p\u003e\n\u003ctable border=\"0\" cellspacing=\"0\" cellpadding=\"0\" width=\"623\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 321px;\"\u003e\n \u003cp\u003eVariable\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"2\" valign=\"top\" style=\"width: 301px;\"\u003e\n \u003cp\u003e\u003cem\u003eN\u0026nbsp;\u003c/em\u003e(%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 2px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd colspan=\"3\" valign=\"top\" style=\"width: 622px;\"\u003e\n \u003cp\u003e\u003cem\u003e(Using a scale of 0 \u0026ndash; 10, 0 = No interest and 10 = Highest level of interest)\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 2px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 321px;\"\u003e\n \u003cp\u003eInterest in oncology at the time of this study\u003cbr\u003e\u0026nbsp;No interest\u003c/p\u003e\n \u003cp\u003eLow interest\u003c/p\u003e\n \u003cp\u003eHigh interest\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"2\" valign=\"top\" style=\"width: 301px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003cp\u003e46(8.7)\u003c/p\u003e\n \u003cp\u003e338(63.7)\u003c/p\u003e\n \u003cp\u003e193(36.3)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 2px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd colspan=\"3\" valign=\"top\" style=\"width: 622px;\"\u003e\n \u003cp\u003e\u003cem\u003ea = Mean \u0026plusmn; SD: 2.99 \u0026plusmn; 2.68, Median: 3.00; b = Mean \u0026plusmn; SD:4.67 \u0026plusmn; 2.66; Median: 5.00\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 2px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd colspan=\"2\" valign=\"top\" style=\"width: 432px;\"\u003e\n \u003cp\u003eLikelihood of pursuing oncology as a career\u003cbr\u003e\u0026nbsp;No likelihood\u003cbr\u003e\u0026nbsp;Low likelihood\u003cbr\u003e\u0026nbsp;High likelihood\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"2\" valign=\"top\" style=\"width: 192px;\"\u003e\n \u003cp\u003e\u003cbr\u003e\u0026nbsp;77(14.5)\u003c/p\u003e\n \u003cp\u003e321(60.5)\u003cbr\u003e\u0026nbsp;133(25.0)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd colspan=\"4\" valign=\"top\" style=\"width: 623px;\"\u003e\n \u003cp\u003e\u003cem\u003eMean \u0026plusmn; SD: 3.85 \u0026plusmn; 2.76, Median: 5.00\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 321px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003ctd style=\"width: 111px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003ctd style=\"width: 190px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003ctd style=\"width: 2px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTable 3.2: Preferred career pathways in oncology\u003c/strong\u003e\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 162px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eOncology subspecialty\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 88px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eNo interest\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 125px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eLow interest\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 136px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eModerate interest\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 114px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eHigh interest\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 162px;\"\u003e\n \u003cp\u003eClinical oncology\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 88px;\"\u003e\n \u003cp\u003e18.3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 125px;\"\u003e\n \u003cp\u003e32.2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 136px;\"\u003e\n \u003cp\u003e35.2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 114px;\"\u003e\n \u003cp\u003e14.3\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 162px;\"\u003e\n \u003cp\u003eMedical oncology\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 88px;\"\u003e\n \u003cp\u003e16.6\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 125px;\"\u003e\n \u003cp\u003e30.9\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 136px;\"\u003e\n \u003cp\u003e37.5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 114px;\"\u003e\n \u003cp\u003e15.1\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 162px;\"\u003e\n \u003cp\u003eSurgical oncology\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 88px;\"\u003e\n \u003cp\u003e17.7\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 125px;\"\u003e\n \u003cp\u003e24.7\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 136px;\"\u003e\n \u003cp\u003e35.6\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 114px;\"\u003e\n \u003cp\u003e22.0\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 162px;\"\u003e\n \u003cp\u003eRadiation oncology\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 88px;\"\u003e\n \u003cp\u003e22.6\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 125px;\"\u003e\n \u003cp\u003e31.6\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 136px;\"\u003e\n \u003cp\u003e31.4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 114px;\"\u003e\n \u003cp\u003e14.3\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 162px;\"\u003e\n \u003cp\u003eClinical research\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 88px;\"\u003e\n \u003cp\u003e13.0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 125px;\"\u003e\n \u003cp\u003e23.4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 136px;\"\u003e\n \u003cp\u003e31.4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 114px;\"\u003e\n \u003cp\u003e32.2\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 162px;\"\u003e\n \u003cp\u003eScientific research\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 88px;\"\u003e\n \u003cp\u003e14.7\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 125px;\"\u003e\n \u003cp\u003e23.2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 136px;\"\u003e\n \u003cp\u003e36.2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 114px;\"\u003e\n \u003cp\u003e26.0\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003e\u003cstrong\u003eFacilitators and barriers of oncology as a career choice\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe identifiable facilitators and barriers are represented in Table 4.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eFacilitators\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eAmong all the identified potential facilitatory factors influencing oncology as a career choice, the most influential factors were opportunities for research and academic career development (62.1%) and the influence of role models, senior specialists, and mentors (62.0%). Interestingly, 61.2% considered the shortage of oncology specialists in Nigeria as a reason to pursue the field. Also, 57.6% of respondents cited motivation during clinical rotations (for schools that have oncology rotations) as a significant influence.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eBarrier Factors\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eSome barriers to pursuing oncology as a career were also noted. About 58.9% of respondents indicated that difficulty in securing residency placement was a major concern. Additionally, 64.2% of the respondents believed that oncology training takes longer compared to other specialties like radiology, internal medicine, etc. Also, 61.2% found the residency program too rigorous.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTable 4: Facilitators and Barriers Factors Influencing Oncology as a Career Choice\u003c/strong\u003e\u003c/p\u003e\n\u003ctable border=\"0\" cellspacing=\"0\" cellpadding=\"0\" width=\"666\" class=\"fr-table-selection-hover\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"bottom\" style=\"width: 384px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eFactors\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 84px;\"\u003e\n \u003cp\u003eAgree N% %)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 96px;\"\u003e\n \u003cp\u003eNeutral N (%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 102px;\"\u003e\n \u003cp\u003eDisagree N (%)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd colspan=\"2\" valign=\"bottom\" style=\"width: 468px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eFacilitators\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 96px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 102px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"bottom\" style=\"width: 384px;\"\u003e\n \u003cp\u003eMotivation during clinical rotations or mentorships\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 84px;\"\u003e\n \u003cp\u003e306 (57.6)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 96px;\"\u003e\n \u003cp\u003e192 (36.2)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 102px;\"\u003e\n \u003cp\u003e33 (6.2)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"bottom\" style=\"width: 384px;\"\u003e\n \u003cp\u003eInfluence of role models, senior specialists, and staff support\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 84px;\"\u003e\n \u003cp\u003e329 (62.0)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 96px;\"\u003e\n \u003cp\u003e171 (32.2)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 102px;\"\u003e\n \u003cp\u003e31 (5.8)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"bottom\" style=\"width: 384px;\"\u003e\n \u003cp\u003eInfluence from family\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 84px;\"\u003e\n \u003cp\u003e202 (38.0)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 96px;\"\u003e\n \u003cp\u003e233 (43.9)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 102px;\"\u003e\n \u003cp\u003e96 18.1)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"bottom\" style=\"width: 384px;\"\u003e\n \u003cp\u003eInfluence from peers\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 84px;\"\u003e\n \u003cp\u003e160 (30.1)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 96px;\"\u003e\n \u003cp\u003e271 (51.0)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 102px;\"\u003e\n \u003cp\u003e100 (18.8)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"bottom\" style=\"width: 384px;\"\u003e\n \u003cp\u003eGuarantee of a lucrative salary and financial benefits\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 84px;\"\u003e\n \u003cp\u003e273 (51.4)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 96px;\"\u003e\n \u003cp\u003e214 (40.3)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 102px;\"\u003e\n \u003cp\u003e44 (8.3)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"bottom\" style=\"width: 384px;\"\u003e\n \u003cp\u003eMultiple job opportunities, job security, and self-employment\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 84px;\"\u003e\n \u003cp\u003e294 (55.4)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 96px;\"\u003e\n \u003cp\u003e205 (38.6)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 102px;\"\u003e\n \u003cp\u003e32 (6.0)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"bottom\" style=\"width: 384px;\"\u003e\n \u003cp\u003eShortage of specialists in the country\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 84px;\"\u003e\n \u003cp\u003e325 (61.2)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 96px;\"\u003e\n \u003cp\u003e175 (33.0)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 102px;\"\u003e\n \u003cp\u003e31 (5.8)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"bottom\" style=\"width: 384px;\"\u003e\n \u003cp\u003eIntellectual content of specialty/intellectual challenge\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 84px;\"\u003e\n \u003cp\u003e269 (50.7)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 96px;\"\u003e\n \u003cp\u003e238 (44.8)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 102px;\"\u003e\n \u003cp\u003e24 (4.5)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"bottom\" style=\"width: 384px;\"\u003e\n \u003cp\u003eStructured lifestyle: minimizing unnecessary calls, shorter working hours, and flexible scheduling\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 84px;\"\u003e\n \u003cp\u003e258 (48.6)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 96px;\"\u003e\n \u003cp\u003e236 (44.4)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 102px;\"\u003e\n \u003cp\u003e37 (7.0)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"bottom\" style=\"width: 384px;\"\u003e\n \u003cp\u003ePrestige or high social status\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 84px;\"\u003e\n \u003cp\u003e190 (35.8)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 96px;\"\u003e\n \u003cp\u003e281 (52.9)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 102px;\"\u003e\n \u003cp\u003e60 11.3)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"bottom\" style=\"width: 384px;\"\u003e\n \u003cp\u003eFocus on long-term care\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 84px;\"\u003e\n \u003cp\u003e223 (42.0)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 96px;\"\u003e\n \u003cp\u003e258 (48.6)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 102px;\"\u003e\n \u003cp\u003e50 (9.4)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"bottom\" style=\"width: 384px;\"\u003e\n \u003cp\u003ePotential for research and career development in academic teaching\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 84px;\"\u003e\n \u003cp\u003e330 (62.1)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 96px;\"\u003e\n \u003cp\u003e186 (35.0)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 102px;\"\u003e\n \u003cp\u003e15 (2.8)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd colspan=\"2\" valign=\"bottom\" style=\"width: 468px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eBarriers\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 96px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 102px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"bottom\" style=\"width: 384px;\"\u003e\n \u003cp\u003eDifficulty in securing residency placement\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 84px;\"\u003e\n \u003cp\u003e179 (33.7)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 96px;\"\u003e\n \u003cp\u003e313 (58.9)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 102px;\"\u003e\n \u003cp\u003e39 (7.3)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"bottom\" style=\"width: 384px;\"\u003e\n \u003cp\u003eThe duration of training is longer compared to other specialties\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 84px;\"\u003e\n \u003cp\u003e150 (28.2)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 96px;\"\u003e\n \u003cp\u003e341 (64.2)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 102px;\"\u003e\n \u003cp\u003e40 (7.5)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"bottom\" style=\"width: 384px;\"\u003e\n \u003cp\u003eRigors of the residency program\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 84px;\"\u003e\n \u003cp\u003e168 (31.6)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 96px;\"\u003e\n \u003cp\u003e325 (61.2)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 102px;\"\u003e\n \u003cp\u003e38 (7.2)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"bottom\" style=\"width: 384px;\"\u003e\n \u003cp\u003eUnacceptable hours of practice\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 84px;\"\u003e\n \u003cp\u003e149 (28.1)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 96px;\"\u003e\n \u003cp\u003e327 (61.6)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 102px;\"\u003e\n \u003cp\u003e55 (10.4)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"bottom\" style=\"width: 384px;\"\u003e\n \u003cp\u003eProfessional isolation\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 84px;\"\u003e\n \u003cp\u003e176 (33.1)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 96px;\"\u003e\n \u003cp\u003e290 (54.6)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 102px;\"\u003e\n \u003cp\u003e65 (12.2)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"bottom\" style=\"width: 384px;\"\u003e\n \u003cp\u003eLack of work-life balance\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 84px;\"\u003e\n \u003cp\u003e162 (30.5)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 96px;\"\u003e\n \u003cp\u003e308 (58.0)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 102px;\"\u003e\n \u003cp\u003e61 (11.5)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"bottom\" style=\"width: 384px;\"\u003e\n \u003cp\u003eBeing an oncologist will affect my plans to have a family\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 84px;\"\u003e\n \u003cp\u003e61 (11.5)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 96px;\"\u003e\n \u003cp\u003e295 (55.6)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 102px;\"\u003e\n \u003cp\u003e175 (33.0)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003e\u003cstrong\u003eBivariate analysis\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eSeveral bivariate analyses are summarized in Table 5. The knowledge score was positively associated with the level in school (ANOVA: F = 16.257, p \u0026lt; 0.001) and age (\u0026rho; = 0.211, p \u0026lt; 0.001), indicating that there is a progressive increase in oncology knowledge as students advance through medical school. The knowledge score also correlated with the attitude score (\u0026rho; = 0.133, p = 0.002) and the likelihood of pursuing oncology (F = 5.984, p = 0.03). The attitude score was significantly associated with the likelihood of pursuing oncology as a career (Kruskal-Wallis: \u0026chi;\u0026sup2; = 17.004, p \u0026lt; 0.001), and students with a family history of cancer demonstrated higher attitude scores (Mann-Whitney U = 17,383.5, p = 0.004). They were also more inclined to considering oncology as a career (Chi-square = 8.781, p = 0.012). Interest was also associated with the likelihood of pursuing oncology as a career (\u0026chi;\u0026sup2; = 290.660, p \u0026lt; 0.001). There was no statistically significant association between gender, geopolitical zone, or marital status and the likelihood of pursuing oncology as a career (p \u0026gt; 0.05 for all).\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTable 5: Bivariate Analysis\u003c/strong\u003e\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\" width=\"680\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 201px;\"\u003e\u003cstrong\u003e\u003cbr\u003e\u0026nbsp;\u003c/strong\u003e\u0026nbsp;\u003cp\u003e\u003cstrong\u003eVariable 1\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 255px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eVariable 2\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 139px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eCorrelation coefficient/ Test statistic (\u003c/strong\u003e\u0026rho;\u003cstrong\u003e)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 85px;\"\u003e\n \u003cp\u003e\u003cstrong\u003ep-value\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 201px;\"\u003e\n \u003cp\u003eFamily history of cancer\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 255px;\"\u003e\n \u003cp\u003eLikelihood of pursuing oncology as a career\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 139px;\"\u003e\n \u003cp\u003e8.781\u003csup\u003e1\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 85px;\"\u003e\n \u003cp\u003e0.012\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 201px;\"\u003e\n \u003cp\u003eInterest in oncology at the time of this study\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 139px;\"\u003e\n \u003cp\u003e290.660\u003csup\u003e1\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 85px;\"\u003e\n \u003cp\u003e0.000\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 201px;\"\u003e\n \u003cp\u003eKnowledge score\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 255px;\"\u003e\n \u003cp\u003eCurrent level in school\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 139px;\"\u003e\n \u003cp\u003e16.257\u003csup\u003e2\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 85px;\"\u003e\n \u003cp\u003e0.000\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 255px;\"\u003e\n \u003cp\u003eLikelihood of pursuing oncology as a career\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 139px;\"\u003e\n \u003cp\u003e5.984\u003csup\u003e2\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 85px;\"\u003e\n \u003cp\u003e0.03\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 201px;\"\u003e\n \u003cp\u003eKnowledge score\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 255px;\"\u003e\n \u003cp\u003eAge\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 139px;\"\u003e\n \u003cp\u003e0.211\u003csup\u003e3\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 85px;\"\u003e\n \u003cp\u003e0.000\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 255px;\"\u003e\n \u003cp\u003eAttitude score\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 139px;\"\u003e\n \u003cp\u003e0.133\u003csup\u003e3\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 85px;\"\u003e\n \u003cp\u003e0.002\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 201px;\"\u003e\n \u003cp\u003eAttitude score\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 255px;\"\u003e\n \u003cp\u003eLikelihood of pursuing oncology as a career\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 139px;\"\u003e\n \u003cp\u003e17.004\u003csup\u003e4\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 85px;\"\u003e\n \u003cp\u003e0.000\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 201px;\"\u003e\n \u003cp\u003eAttitude score\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 255px;\"\u003e\n \u003cp\u003eFamily history of cancer\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 139px;\"\u003e\n \u003cp\u003eU = 17,383.5\u003csup\u003e5\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 85px;\"\u003e\n \u003cp\u003e0.004\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd colspan=\"4\" valign=\"top\" style=\"width: 680px;\"\u003e\n \u003cp\u003e\u003cem\u003e\u003csup\u003e1\u003c/sup\u003e\u003c/em\u003e\u003cem\u003e= Chi-Square; \u003csup\u003e2\u003c/sup\u003e=ANOVA; \u003csup\u003e3\u003c/sup\u003e=Spearman\u0026rsquo;s correlation; \u003csup\u003e4\u003c/sup\u003e= Kruskal-Wallis Test, \u003csup\u003e5\u003c/sup\u003e= Mann-Whitney U Test\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003e\u003cstrong\u003eMultivariate Analysis\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eA multinomial logistic regression was conducted to identify predictors of students\u0026rsquo; likelihood of pursuing oncology as a career, using \u0026ldquo;no likelihood\u0026rdquo; as the reference category. The results are presented in Table 6. The model indicated that knowledge score, attitude score, level in school, family history of cancer, and prior interest in oncology were significant predictors. Students with higher knowledge (B = 0.271, p = 0.003) and attitude scores (B = 0.298, p = 0.006) were more likely to express a strong likelihood of pursuing oncology. Fourth-year students were over 2.7 times more likely to demonstrate this high likelihood compared to final-year students (B = 1.016, p = 0.015, Exp(B) = 2.76). Those without a family history of cancer were significantly less likely to express either low (B = \u0026ndash;1.169, p = 0.019) or high (B = \u0026ndash;1.233, p = 0.020) likelihood, highlighting the influence of personal experience. Before conducting the multinomial logistic regression, multicollinearity among the independent variables was assessed using the Variance Inflation Factor (VIF). All VIF values were below 5, indicating no significant multicollinearity.\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTable 6: Multivariate Analysis\u003c/strong\u003e\u003c/p\u003e\n\u003ctable border=\"0\" cellspacing=\"0\" cellpadding=\"0\" width=\"695\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 24px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eOutcome Category\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 195px;\"\u003e\n \u003cp\u003e\u003cstrong\u003ePredictor\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 50px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eB\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 59px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eStd. Error\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 54px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eWald\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 30px;\"\u003e\n \u003cp\u003e\u003cstrong\u003edf\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 59px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eSig. (p)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 100px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eExp(B)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 125px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e95% CI for Exp(B)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 24px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eLow livelihood\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 195px;\"\u003e\n \u003cp\u003eIntercept\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 50px;\"\u003e\n \u003cp\u003e0.499\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 59px;\"\u003e\n \u003cp\u003e1.654\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 54px;\"\u003e\n \u003cp\u003e0.091\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 30px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 59px;\"\u003e\n \u003cp\u003e0.763\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 100px;\"\u003e\n \u003cp\u003e\u0026ndash;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 125px;\"\u003e\n \u003cp\u003e\u0026ndash;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"7\" valign=\"top\" style=\"width: 24px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 195px;\"\u003e\n \u003cp\u003eAge\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 50px;\"\u003e\n \u003cp\u003e-0.005\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 59px;\"\u003e\n \u003cp\u003e0.057\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 54px;\"\u003e\n \u003cp\u003e0.007\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 30px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 59px;\"\u003e\n \u003cp\u003e0.933\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 100px;\"\u003e\n \u003cp\u003e0.995\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 125px;\"\u003e\n \u003cp\u003e0.889 \u0026ndash; 1.114\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 195px;\"\u003e\n \u003cp\u003eKnowledge score\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 50px;\"\u003e\n \u003cp\u003e0.104\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 59px;\"\u003e\n \u003cp\u003e0.072\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 54px;\"\u003e\n \u003cp\u003e2.063\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 30px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 59px;\"\u003e\n \u003cp\u003e0.151\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 100px;\"\u003e\n \u003cp\u003e1.110\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 125px;\"\u003e\n \u003cp\u003e0.963 \u0026ndash; 1.279\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 195px;\"\u003e\n \u003cp\u003eAttitude score\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 50px;\"\u003e\n \u003cp\u003e0.150\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 59px;\"\u003e\n \u003cp\u003e0.088\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 54px;\"\u003e\n \u003cp\u003e2.929\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 30px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 59px;\"\u003e\n \u003cp\u003e0.087\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 100px;\"\u003e\n \u003cp\u003e1.162\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 125px;\"\u003e\n \u003cp\u003e0.978 \u0026ndash; 1.379\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 195px;\"\u003e\n \u003cp\u003eFamily history: No\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 50px;\"\u003e\n \u003cp\u003e-1.266\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 59px;\"\u003e\n \u003cp\u003e0.489\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 54px;\"\u003e\n \u003cp\u003e6.704\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 30px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 59px;\"\u003e\n \u003cp\u003e0.010\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 100px;\"\u003e\n \u003cp\u003e0.282\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 125px;\"\u003e\n \u003cp\u003e0.108 \u0026ndash; 0.735\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 195px;\"\u003e\n \u003cp\u003eFamily history: Yes\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 50px;\"\u003e\n \u003cp\u003e0\u003csup\u003eb\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 59px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 54px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 30px;\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 59px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 100px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 125px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 195px;\"\u003e\n \u003cp\u003eCurrent level in school: 400\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 50px;\"\u003e\n \u003cp\u003e0.624\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 59px;\"\u003e\n \u003cp\u003e0.379\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 54px;\"\u003e\n \u003cp\u003e2.705\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 30px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 59px;\"\u003e\n \u003cp\u003e0.100\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 100px;\"\u003e\n \u003cp\u003e1.866\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 125px;\"\u003e\n \u003cp\u003e0.887 \u0026ndash; 3.922\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 195px;\"\u003e\n \u003cp\u003eCurrent level in school: 500\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 50px;\"\u003e\n \u003cp\u003e0.272\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 59px;\"\u003e\n \u003cp\u003e0.325\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 54px;\"\u003e\n \u003cp\u003e0.703\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 30px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 59px;\"\u003e\n \u003cp\u003e0.402\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 100px;\"\u003e\n \u003cp\u003e1.313\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 125px;\"\u003e\n \u003cp\u003e0.695 \u0026ndash; 2.482\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 24px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 195px;\"\u003e\n \u003cp\u003eCurrent level in school: 600\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 50px;\"\u003e\n \u003cp\u003e0\u003csup\u003eb\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 59px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 54px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 30px;\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 59px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 100px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 125px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"9\" valign=\"top\" style=\"width: 24px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eHigh livelihood\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 195px;\"\u003e\n \u003cp\u003eIntercept\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 50px;\"\u003e\n \u003cp\u003e-4.528\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 59px;\"\u003e\n \u003cp\u003e1.840\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 54px;\"\u003e\n \u003cp\u003e6.055\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 30px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 59px;\"\u003e\n \u003cp\u003e0.014\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 100px;\"\u003e\n \u003cp\u003e\u0026ndash;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 125px;\"\u003e\n \u003cp\u003e\u0026ndash;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 195px;\"\u003e\n \u003cp\u003eAge\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 50px;\"\u003e\n \u003cp\u003e0.071\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 59px;\"\u003e\n \u003cp\u003e0.062\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 54px;\"\u003e\n \u003cp\u003e1.306\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 30px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 59px;\"\u003e\n \u003cp\u003e0.253\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 100px;\"\u003e\n \u003cp\u003e1.073\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 125px;\"\u003e\n \u003cp\u003e0.951 \u0026ndash; 1.212\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 195px;\"\u003e\n \u003cp\u003eKnowledge score\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 50px;\"\u003e\n \u003cp\u003e0.258\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 59px;\"\u003e\n \u003cp\u003e0.085\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 54px;\"\u003e\n \u003cp\u003e9.146\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 30px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 59px;\"\u003e\n \u003cp\u003e0.002\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 100px;\"\u003e\n \u003cp\u003e1.294\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 125px;\"\u003e\n \u003cp\u003e1.095 \u0026ndash; 1.530\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 195px;\"\u003e\n \u003cp\u003eAttitude score\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 50px;\"\u003e\n \u003cp\u003e0.318\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 59px;\"\u003e\n \u003cp\u003e0.104\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 54px;\"\u003e\n \u003cp\u003e9.414\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 30px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 59px;\"\u003e\n \u003cp\u003e0.002\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 100px;\"\u003e\n \u003cp\u003e1.375\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 125px;\"\u003e\n \u003cp\u003e1.122 \u0026ndash; 1.685\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 195px;\"\u003e\n \u003cp\u003eFamily history: No\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 50px;\"\u003e\n \u003cp\u003e-1.387\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 59px;\"\u003e\n \u003cp\u003e0.518\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 54px;\"\u003e\n \u003cp\u003e7.160\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 30px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 59px;\"\u003e\n \u003cp\u003e0.007\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 100px;\"\u003e\n \u003cp\u003e0.250\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 125px;\"\u003e\n \u003cp\u003e0.090 \u0026ndash; 0.690\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 195px;\"\u003e\n \u003cp\u003eFamily history: Yes\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 50px;\"\u003e\n \u003cp\u003e0\u003csup\u003eb\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 59px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 54px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 30px;\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 59px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 100px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 125px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 195px;\"\u003e\n \u003cp\u003eCurrent level in school: 400\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 50px;\"\u003e\n \u003cp\u003e0.996\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 59px;\"\u003e\n \u003cp\u003e0.424\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 54px;\"\u003e\n \u003cp\u003e5.525\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 30px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 59px;\"\u003e\n \u003cp\u003e0.019\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 100px;\"\u003e\n \u003cp\u003e2.707\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 125px;\"\u003e\n \u003cp\u003e1.180 \u0026ndash; 6.211\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 195px;\"\u003e\n \u003cp\u003eCurrent level in school: 500\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 50px;\"\u003e\n \u003cp\u003e0.193\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 59px;\"\u003e\n \u003cp\u003e0.375\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 54px;\"\u003e\n \u003cp\u003e0.266\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 30px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 59px;\"\u003e\n \u003cp\u003e1.213\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 100px;\"\u003e\n \u003cp\u003e0.582\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 125px;\"\u003e\n \u003cp\u003e2.529\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 195px;\"\u003e\n \u003cp\u003eCurrent level in school: 600\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 50px;\"\u003e\n \u003cp\u003e0\u003csup\u003eb\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 59px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 54px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 30px;\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 59px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 100px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 125px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd colspan=\"9\" valign=\"top\" style=\"width: 695px;\"\u003e\n \u003col\u003e\n \u003cli\u003eThe reference category is: No interest\u003c/li\u003e\n \u003cli\u003eThis parameter is set to zero because it is redundant (reference category). \u0026nbsp; \u0026nbsp;\u0026nbsp;\u003c/li\u003e\n \u003c/ol\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e"},{"header":"DISCUSSION","content":"\u003cp\u003eThis study provides critical insights into the interests and predictors of Nigerian medical students regarding oncology as a career path.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eKnowledge of oncology practice as a career among respondents\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe study indicates that while students are reasonably aware of oncology subspecialties, their knowledge of available oncology training programs in Nigeria is limited. These results reinforce earlier Nigerian studies which highlighted a general lack of awareness regarding less commonly chosen medical specialties.\u003csup\u003e[11,13,18]\u003c/sup\u003e. In contrast, studies conducted in developed countries like France reported higher levels of awareness, likely due to better-established training pathways and structured career guidance.\u003csup\u003e[15]\u003c/sup\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAttitude of the respondents towards oncology practice\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe overall attitude of respondents toward oncology was largely positive, with more than half expressing a favorable view, while about one-third remained neutral, and a small minority held a negative attitude. This stands in contrast to findings from a UK-wide study, where students reported mainly a negative view of oncology practice.\u003csup\u003e[16]\u003c/sup\u003e This may be due to the high tendency of medical students to modify their attitude as they rotate through different specialties.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003ePerceptions of Oncology as a Career\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe findings reveal that students have mixed perceptions about oncology. Concerns about radiation exposure, emotional exhaustion, and inadequate facilities were prevalent. Similar concerns have been documented in studies from Pakistan and France, where students cited emotional strain and poor patient prognoses as significant deterrents.\u003csup\u003e[15,17]\u003c/sup\u003e This perception parallels Nigerian studies where demanding fields such as surgery and internal medicine were also less favored due to work–life balance concerns.\u003csup\u003e[11,12]\u0026nbsp;\u003c/sup\u003eThe fact that a significant proportion of respondents remained neutral about work-life balance in oncology suggests that many may have had limited direct exposure to the field, making it difficult to form a strong opinion.\u003csup\u003e[19,20]\u003c/sup\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eInterest in Oncology and Career Aspirations\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe findings indicate that medical students’ interest in oncology, while generally positive, is largely moderate. At the time of the study, only a small proportion of students expressed no interest in the field, whereas the majority reported low interest, and just over one-third reported high interest (Table 3.1). A similar pattern emerges in the likelihood of pursuing oncology as a career. While outright disinterest was limited, the predominance of low likelihood scores indicates that interest does not necessarily translate into a strong commitment to specialization. A comparable trend has been observed internationally, where oncology is often viewed as demanding and uncertain in terms of career prospects. For instance, studies in Pakistan and the UK reported limited enthusiasm for oncology careers among early-career medical trainees, often due to perceived challenges and restricted opportunities.\u003csup\u003e[15–17]\u003c/sup\u003e\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eAmong oncology pathways, students expressed the strongest interest in research-oriented roles, including clinical and scientific research, followed by surgical oncology. Medical and clinical oncology were of moderate interest, while radiation oncology had the highest proportion of \u0026nbsp;low interest (Table 3.2). This preference for research and surgical pathways may reflect greater exposure to these areas during medical training or an appreciation of their perceived impact and innovation potential. Compared with previous studies, these findings suggest a subtle shift in student priorities toward roles that combine scientific inquiry with clinical application, reflecting a growing orientation toward the physician-scientist paradigm.\u003csup\u003e[21,22]\u003c/sup\u003e\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eFactors Influencing Career Choice in Oncology\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eBoth facilitatory and barrier factors significantly influence students' career decisions. The availability of research opportunities, mentorship from senior specialists, and the shortage of oncologists in Nigeria were key motivators. \u0026nbsp;A study from France highlighted similar result where interest in research and mentorship strongly influenced oncology career choices.\u003csup\u003e[15]\u0026nbsp;\u003c/sup\u003eOn the other hand, barriers like difficulty in securing residency and the rigorous nature of training were notable deterrents. Similar findings have been reported in Nigerian studies on specialty preferences, where challenging residency programs discouraged students from selecting demanding fields.\u003csup\u003e[12,23]\u003c/sup\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003ePredictors of Oncology Career Interest\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe study identified both personal and academic factors that shape medical students’ likelihood of pursuing a career in oncology. The result was consistent with with prior studies, which also showed that knowledge, respondents’ level in school, attitude scores, and family history of cancer were significant predictors of the likelihood of pursuing an oncology career. Students with higher oncology knowledge tended to have more favorable attitudes, and both variables independently increased the likelihood of considering oncology as a career.\u003csup\u003e[12,15,24]\u003c/sup\u003e This suggests that knowledge and perception are mutually reinforcing, highlighting the need for improved oncology education within the medical curriculum. Strengthening teaching content and providing more structured clinical exposure may help foster interest and counteract negative perceptions of the specialty.\u003c/p\u003e\n\u003cp\u003ePersonal factors also played a critical role. Students with a family history of cancer demonstrated greater interest and more positive attitudes toward oncology, and they were more likely to express career intentions in this field. This supports the notion that personal experiences with illness can strongly influence specialty choice, likely by fostering empathy and a deeper appreciation of the oncologist’s role. Designing educational initiatives that make oncology more personally relevant, even for students without direct exposure, may therefore be an important strategy.\u003c/p\u003e\n\u003cp\u003eAnother notable finding was the influence of academic progression. Fourth-year students, who are at the stage of transitioning from preclinical to clinical training, were more likely than final-year students to express strong intentions to pursue oncology. This pattern may reflect initial enthusiasm generated by early clinical exposure, which diminishes as students advance and confront systemic barriers such as exposure differences, burnout, realities of medical residency, limited training opportunities, lack of role models, or perceptions of poor work–life balance in oncology. Similar trends have been reported in studies from other low- and middle-income countries, where interest peaks in mid-training and wanes toward graduation.\u003csup\u003e[16,17]\u003c/sup\u003e This highlights the need for sustained mentorship and career guidance throughout medical school, rather than brief exposure at isolated stages.\u003c/p\u003e\n\u003cp\u003eDemographic factors such as gender, marital status, and geopolitical background did not show significant associations, suggesting that career intentions in oncology are driven more by experiential and educational influences than by demographic characteristics. From a workforce planning perspective, these findings emphasize that interventions targeting education, mentorship, and early exposure are likely to be more effective in strengthening the oncology pipeline than demographic targeting.\u003c/p\u003e\n\u003cp\u003eOverall, the results indicate that both academic progression and personal experiences contribute meaningfully to shaping students’ oncology career intentions. Knowledge, attitudes, family history of cancer, and level in school are particularly influential. These findings underscore the need for early and sustained strategies to inspire interest in oncology, supported by stronger curricular content and mentorship opportunities, to address the growing cancer workforce gap.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eStrengths and Limitations\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eOne strength of this study is its large, diverse sample, including medical students from various geopolitical regions in Nigeria. This provides a comprehensive understanding of perceptions toward oncology. Additionally, the study also offers insights into the predictors of career interest.\u003c/p\u003e\n\u003cp\u003eHowever, certain limitations must be acknowledged. The study relies on self-reported data, which may introduce response bias. Also, the cross-sectional design limits the ability to establish causal relationships between factors influencing oncology career interest. Future longitudinal studies would be beneficial to track changes in career preferences over time.\u003c/p\u003e\n\n"},{"header":"Conclusion and Recommendations","content":"\u003cp\u003eThis study underscores the need for targeted interventions to enhance awareness of oncology and career interest among Nigerian medical students. Increased exposure to oncology through clinical rotations, curriculum reforms, structured mentorship programs, and improved residency opportunities could help address these challenges. Tackling concerns about work-life balance, emotional strain, and radiation exposure through educational initiatives may also help reshape perceptions of the field. Further research is necessary to explore long-term career choices among Nigerian medical graduates and to identify strategies for promoting a more balanced distribution of specialists in line with national health needs.\u003c/p\u003e"},{"header":"Declarations","content":"\u003cp\u003e\u003cstrong\u003eAuthor Contributions Statement\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eB.T.O. and O.O.O. conceived and designed the study, developed the study instrument, performed data analysis, interpreted the results, and drafted the manuscript. I.G.O., B.J.U.-O., V.U.N., F.C.O., F.J.B., B.O.E., A.A., J.C.U., M.O.A., T.F.M., and O.R.E. participated in data collection across study sites. O.O. provided conceptual guidance and supervision throughout the study and critically reviewed the manuscript. All authors reviewed and approved the final version of the manuscript and agree to be accountable for all aspects of the work.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConsent to participate\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eWritten informed consent was obtained from all participants, and anonymity was maintained through numerical coding\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eHuman ethics\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eEthical approval for this study (ERC/2025/01/03) was obtained from the Obafemi Awolowo University Teaching Hospitals Complex\u0026rsquo;s Ethics and Research Committee (IRB/IEC: Z0004553/ NHREC/17/03/2021). All participants provided informed consent before enrollment, and the study was conducted in accordance with the principles outlined in the Declaration of Helsinki and its subsequent amendments. Confidentiality and anonymity were ensured by excluding personal identifiers.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConsent for publication\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eNot applicable\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eClinical trial number\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eClinical trial number: not applicable\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAvailability of data and materials\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe datasets generated and analysed during the study are available from the corresponding author on request.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eCompeting interest\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe authors declare that they have no conflicts of interest.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eFunding\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThis research was conducted without external financial support.\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\u003cli\u003e\u003cspan\u003eNaghavi M, Wang H, Lozano R, Davis A, Liang X, Zhou M, et al. 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J Cancer Educ. 2016;31(3):529\u0026ndash;32.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eFaivre JC, Bibault JE, Bellesoeur A, Salleron J, Wack M, Biau J et al. Choosing a career in oncology: Results of a nationwide cross-sectional study. BMC Med Educ 2018;18(1).\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eRallis KS, Wozniak AM, Hui S, Nicolaides M, Shah N, Subba B et al. Inspiring the future generation of oncologists: a UK-wide study of medical students\u0026rsquo; views towards oncology. BMC Med Educ 2021;21(1).\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eAemaz Ur Rehman M, Farooq H, Ebaad Ur Rehman M, Ali MM, Zafar A, Khokhar MA. Perceptions of oncology as a career choice among the early career doctors in Pakistan. BMC Med Educ. 2022;22(1):1\u0026ndash;9.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eAdeyeye AA, Ibu FO, Uwoghiren OE, Akubueze CE, Olufadeji A, Roberts AA. Emergency medicine as a career: Knowledge, attitudes and predictors in Nigerian medical students. Afr J Emerg Med. 2021;11(4):447\u0026ndash;52.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eJoseph A, Balogun O, \u0026hellip; AANM, 2021 undefined. Oncology Education in the Nigerian Medical Curriculum: A cross-sectional review. Nigerian Medical Journal 2021;62:127\u0026ndash;32.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eOkonkwo TC, Olatunji GD, Adeleye VM, Akinwale MO. Specialty choice among final-year medical students and house officers in Nigeria: implications for anaesthesia practice \u0026ndash; a cross-sectional study. BMJ Open. 2025;15(1):e084517.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eRhee KY, Emala CW, Gallagher EJ, Rockey DC, Hu PJ, Vyas JM et al. Paving the physician-scientist career path: from grassroots gathering to national forum. JCI Insight [Internet] 2025 [cited 2025 Oct 3];10(7):e192689. Available from: \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://pmc.ncbi.nlm.nih.gov/articles/PMC11981613/\u003c/span\u003e\u003cspan address=\"https://pmc.ncbi.nlm.nih.gov/articles/PMC11981613/\" targettype=\"URL\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eRosen MR. The Role of the Physician-Scientist in Our Evolving Society. Rambam Maimonides Med J. 2011;2(4):e0063.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eOkunlola AI, Babalola OF, Okunlola CK, Salawu AI, Adeyemo DT, Adebara IO. Determining Factors for the Choice of Medical Career among the Final Year Medical Students of a Private University in Nigeria. Nigerian Journal of Medicine [Internet] 2020 [cited 2024 Sep 5];29(2):308\u0026ndash;11. Available from: \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://www.ajol.info/index.php/njm/article/view/197582\u003c/span\u003e\u003cspan address=\"https://www.ajol.info/index.php/njm/article/view/197582\" targettype=\"URL\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eHaupt TS, Dow T, Smyth M, Toguri JT, Roberts A, Raju KL et al. Medical Student Exposure to Radiation Oncology Through the Pre-clerkship Residency Exploration Program (PREP): Effect on Career Interest and Understanding of Radiation Oncology. Journal of Cancer Education [Internet] 2020 [cited 2024 Sep 5];35(2):388\u0026ndash;94. Available from: \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://link.springer.com/\u003c/span\u003e\u003cspan address=\"https://link.springer.com/\" targettype=\"URL\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003earticle/10.1007/s13187-019-1477-2\u003c/span\u003e\u003cspan address=\"article/10.1007/s13187-019-1477-2\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":true,"highlight":"","institution":"","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true},"keywords":"Oncology workforce, Cancer care, Career choice, Medical students, Medical education, Nigeria","lastPublishedDoi":"10.21203/rs.3.rs-8563158/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-8563158/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003ch2\u003eBackground\u003c/h2\u003e \u003cp\u003eCancer remains a leading cause of mortality globally, with low- and middle-income countries like Nigeria facing high mortality-to-incidence ratios partly due to limited oncology specialist availability. Understanding medical students\u0026rsquo; perceptions and interest in oncology is essential for strengthening human resources in oncology. This study assessed the knowledge, attitudes, perceptions, and factors influencing Nigerian medical students\u0026rsquo; interest in pursuing oncology as a career.\u003c/p\u003e\u003ch2\u003eMethods\u003c/h2\u003e \u003cp\u003e A descriptive cross-sectional survey was conducted among clinical-year medical students across Nigerian medical schools in the 6 geopolitical zones to evaluate their knowledge, attitudes, perceptions, interest, and factors influencing oncology as a career choice. Data were collected using a validated self-administered questionnaire and analyzed using descriptive statistics, bivariate, and multivariate logistic regression analyses.\u003c/p\u003e\u003ch2\u003eResults\u003c/h2\u003e \u003cp\u003eA total of 531 respondents participated, with 55.6% female and a mean age of 23.4 years. Although more than 75% were aware of oncology sub-specialties, only 29.2% knew of training programs within their institutions. Overall, 59% had a positive attitude toward oncology, yet only 36.3% expressed high interest and 25% indicated a strong likelihood of pursuing the field. Key facilitators of interest included mentorship (62.0%), research opportunities (62.1%), and Influence of role models (62%) whereas barriers included long training duration (64.2%) and difficulty securing residency (58.9%). Multivariate analysis identified higher knowledge (p\u0026thinsp;=\u0026thinsp;0.003), positive attitude (p\u0026thinsp;=\u0026thinsp;0.006), and family history of cancer (p\u0026thinsp;=\u0026thinsp;0.020) as significant predictors of oncology career interest.\u003c/p\u003e\u003ch2\u003eConclusion\u003c/h2\u003e \u003cp\u003eNigerian medical students demonstrate moderate interest in oncology, influenced by knowledge, personal experience, and educational exposure. Addressing barriers, enhancing oncology education, and strengthening mentorship could foster greater interest to help mitigate the oncology workforce shortage. These findings underscore the need for sustained, targeted interventions to support the development of a robust oncology workforce in Nigeria.\u003c/p\u003e","manuscriptTitle":"Oncology as a Career Path: A Nationwide Study of Nigerian Medical Students’ Perspectives and Career Interests","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2026-02-26 10:14:45","doi":"10.21203/rs.3.rs-8563158/v1","editorialEvents":[{"type":"communityComments","content":0}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"2d780c08-dc89-4490-9b0e-806c16259f98","owner":[],"postedDate":"February 26th, 2026","published":true,"recentEditorialEvents":[{"type":"decision","content":"Rejected","date":"2026-04-30T09:07:10+00:00","index":"","fulltext":""}],"rejectedJournal":[],"revision":"","amendment":"","status":"posted","subjectAreas":[],"tags":[],"updatedAt":"2026-04-30T09:23:10+00:00","versionOfRecord":[],"versionCreatedAt":"2026-02-26 10:14:45","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-8563158","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-8563158","identity":"rs-8563158","version":["v1"]},"buildId":"XKTyCvWXoU3ODBz1xrDgd","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}